A importância do estágio supervisionado na formação de professores para atuar nos anos iniciais do ensino fundamental

Abstract

This course conclusion work focuses on the importance of the internship supervised in the training of academics in the pedagogy course, supported by mandatory supervised internship in undergraduate courses, as provided by the National Education Guidelines and Bases Law No. 9494/96. This activity plays crucial role in the process of preparing future teachers. The general objective of this study is analyze and understand the relevance of the academic’s contact with the pedagogical reality in initial years of Basic Education. To theoretically support the research, the following were explored: contributions from renowned authors, such as Pimenta e Lima (2008), Pimenta (2011), Faria (2011), Kramer (2003) combined with guiding documents such as the Curricular Reference National Council for Early Childhood Education – RCNEI (BRASIL, 1998), as Curricular Guidelines - DCNEI (BRASIL,2006) the National Common Curricular Base - BNCC (BRASIL,2017), Resolution No. 2, of July 1, 2015 (BRAZIL, 2015). A qualitative research methodological procedures that involved bibliographic and documentary research. Therefore, this work seeks to discuss the fundamental importance and challenges faced in the supervised internship in the initial years, exploring how experiences experiences developed for teacher training. It is concluded that the Internship with research is configures as a formative exercise in the Pedagogy Course, playing a crucial role in guiding future teachers regarding self-evaluation, investigation of their own practice and reflection for the improvement and improvement of the world view.