Made available in DSpace on 2014-12-17T14:36:25Z (GMT). No. of bitstreams: 1 MariaGPB_DISSERT.pdf: 3015333 bytes, checksum: 2533142aa333691e8e57bbabaea19ad5 (MD5) Previous issue date: 2010-07-14 / This study aims to investigate the contribution of supervised training for training reflective of the students in the service of pedagogy course of the Vocational Training Program for Basic Education - PROFORMA??O Universidade Estadual do Rio Grande do Norte / Campus Avan?ado Professor Jo?o Ismar de Moura - CAJIM Patu City / RN. Based on studies of Schon (2000), Alarc?o (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina (2008) among others have adopted a theoretical framework which have been focusing on studies concerning the formation of the reflective teacher, in perspective also contribute to the professionalization of teachers. The study falls within the qualitative approach of educational research and the methodology chosen has characteristics of a collaborative research. In the process, we used the following instruments: individual and group interview, sitting reflective observation, videoforma??o, material prescribed personal documents. The relevance of this research is to highlight the contribution of reflexive perspective in the teaching profession for: knowledge of teachers, teacher professional development, relationship between theory and practice, collective work, school and university as a place of training. These findings indicate that: a) the stage for advanced teacher becomes a teacher action research, seeking to (re) signification practices, b) the stage still presents itself as an activity limited to the applicability of the theories, hence the need for dialogic relations between theory and practice in education, requiring their redefinition c) despite experiencing an in-service training, the students still need information to enable them to link theory to practice, but understand its importance, d) a collaborative discussion can be a strategy that encouraged and implemented, is likely to be an alternative to the consolidation of training reflective e) It is important to the collective action of teachers in the school and the university as an opportunity for development of the reflective process f) the students-teachers still do not understand what is reflection and not experiencing it, but realizes the need to change the thinking and way of acting, g) there are conflicts between the teacher's knowledge of the students, teachers and the actions constituting the real, creating contradictions between saying and doing training / Este estudo investigou a contribui??o do est?gio supervisionado para a forma??o reflexiva dos graduandos em servi?o do curso de Pedagogia do Programa de Forma??o Profissional para a Educa??o B?sica PROFORMA??O, da Universidade do Estado do Rio Grande do Norte / Campus Avan?ado Jo?o Ismar de Moura CAJIM, da cidade de Patu / RN. Com base nos estudos de Schon (2000), Alarc?o (2003), Pimenta (1994, 2000), Tardif (2002) Ibiapina(2008) entre outros adotamos um referencial te?rico que v?m se debru?ando sobre estudos relativos a forma??o reflexiva do professor, na perspectiva de tamb?m contribuir para a profissionaliza??o docente. O estudo se insere na abordagem qualitativa da pesquisa colaborativa. No processo, foram utilizados os seguintes instrumentos e procedimentos de constru??o dos dados: entrevista individual e coletiva, sess?o reflexiva, observa??o, videoforma??o, material prescrito, documentos pessoais. A relev?ncia da presente pesquisa est? em evidenciar a contribui??o da perspectiva reflexiva no exerc?cio da doc?ncia para os saberes dos professores, a valoriza??o profissional docente, a rela??o teoria-pr?tica, o trabalho coletivo, a escola e universidade como espa?o de forma??o cont?nua. Os achados apontam que: a) o est?gio para quem j? ? docente passa a ser uma investiga??o da a??o docente, buscando (re)significa??es das pr?ticas; b) o est?gio ainda apresenta-se como atividade limitada para aplicabilidade das teorias estudadas, da? a necessidade de rela??es dialogais entre teoria e pr?tica nos cursos de forma??o, sendo necess?ria a sua ressignifica??o; c) mesmo vivenciando uma forma??o em servi?o, as professoras-alunas ainda carecem de elementos que lhes possibilitem relacionar teoria e pr?tica, embora compreendam a sua import?ncia; d) a discuss?o colaborativa pode ser uma estrat?gia que se implementada e incentivada, poder? vir as ser uma alternativa para a consolida??o da forma??o reflexiva; e) ? importante a atua??o coletiva dos professores no espa?o da escola e da universidade, como oportunidade de evolu??o do processo reflexivo; f) as alunas-professoras ainda n?o compreendem o que seja reflex?o e n?o a vivenciam, mas percebem a sua necessidade para o mudar o pensamento e a forma de agir; g) h? conflitos entre os saberes docentes das alunas-professoras e as a??es constitutivas do real, gerando contradi??es entre o dizer e o fazer formativo