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Previous issue date: 2016-12-15 / O objeto de estudo desta disserta??o, trata acerca da forma??o inicial docente de graduandas dos cursos de Pedagogia enquanto estagi?rias, no contexto do est?gio n?o obrigat?rio em uma institui??o de Educa??o Infantil p?blica, no munic?pio de Parnamirim, no estado do Rio Grande do Norte. As motiva??es que justificam esta pesquisa partem da minha experi?ncia formativa inicial enquanto estagi?ria no contexto do est?gio n?o obrigat?rio; da viv?ncia atual como professora da educa??o infantil que recebe estagi?rias dos cursos de Pedagogia na modalidade do est?gio n?o obrigat?rio e da verifica??o quanto ? escassez, na ?rea da educa??o, de pesquisas sobre o objeto em quest?o. Ante ao exposto, defini como objetivo investigar de que maneira o est?gio n?o obrigat?rio contribui no percurso formativo inicial docente de graduandas dos cursos de Pedagogia, que atuam na etapa da Educa??o Infantil. Destaco que a disserta??o ? tecida atrav?s da met?fora da pintura. Como referencial oriento-me nas ideias de Freire (1996, 2015), Ramalho, N??ez e Gauthier (2004) e Imbern?n (2009), dentre demais estudiosos, para examinar as quest?es sobre forma??o; nos escritos de Pimenta (2012; 2014) e Zabalza (2014) acerca do est?gio e ao que Oliveira-Formosinho e Kishimoto (2002), Oliveira (2010) e Kramer (2011) e distintos estudiosos abordam sobre a doc?ncia na Educa??o Infantil. Elegi os seguintes documentos para consulta e an?lise: a Lei de Diretrizes e Bases da Educa??o (BRASIL, 1996), as Diretrizes Curriculares Nacionais para os cursos de Pedagogia (BRASIL, 2006), a Lei n? 11.788 (BRASIL, 2008) ou Lei do Est?gio no Brasil (como ? comumente chamada) e as Diretrizes Curriculares Nacionais para a forma??o inicial em n?vel superior (cursos de licenciatura, cursos de forma??o pedag?gica para graduados e cursos de segunda licenciatura) e para a forma??o continuada (BRASIL, 2015). Com base na abordagem qualitativa, inspirada na etnografia e sustentada pela metodologia da Entrevista Compreensiva (Kaufmann, 2013), optei por uma pesquisa que adentrasse a realidade investigada, a qual se deu em um Centro Municipal de Educa??o Infantil (CMEI), no munic?pio de Parnamirim/RN, tendo como interlocutoras da pesquisa quatro estagi?rias. Os procedimentos que utilizei forama observa??o no l?cus; a aplica??o de question?rios, constru??o de Di?rio de campo e a realiza??o de entrevistas. Tais procedimentos ocorreram no ano de 2015, mais especificamente, no decorrer do segundo semestre. Algumas das imagens em claro/escuro, a partir dos dados constru?dos, dizem respeito ? rela??o complexa entre o agir e o observar na pr?tica das estagi?rias; ao papel social ocupado pelas estagi?rias da modalidade do est?gio n?o obrigat?rio; as rela??es de poder existentes entre as estagi?rias e as professoras, bem como com os demais atores da escola; as diferen?as que demarcam o est?gio curricular e o est?gio n?o obrigat?rio e a aus?ncia de uma coordena??o ou orienta??o por parte das institui??es de ensino no est?gio n?o obrigat?rio. Ainda, nos discursos apreendidos durante as entrevistas percebi que para as estagi?rias existe uma vis?o, em face dos elementos que comp?em o ser professora na Educa??o Infantil, os quais ultrapassam os conhecimentos acad?micos e que contemplam de maneira significativa as suas experi?ncias de vida. / The research subjectof this dissertation deals with the initial teacher training of undergraduate courses in Pedagogy as intern, in the context of the non-compulsory internship at public elementary school, in Parnamirim township, in Rio Grande do Nortestate. The motivations which justify this research from my initial formative experience as anintern in the context of the non-compulsory internship; from current experience as ankindergarten teacherthat receives Pedagogy courses? interns in the modality of the non-compulsory internship, and verification of the shortage, in the field of education, of research on the subject in question. All things considered, I set to investigate how non-compulsory internship contributes to initial teacher training course for graduation students of Pedagogy, who works in the stage of elementary school.I emphasize that the dissertation is woven through the metaphor of painting.As a reference, I focus on ideas of Freire (1996, 2015), Ramalho, N??ez and Gauthier (2004) and Imbern?n (2009), among other scholars, to examine the training matters; in the writings of Pimenta (2012; 2014) and Zabalza (2014) about the internship and what Oliveira-Formosinho and Kishimoto (2002), Oliveira (2010) and Kramer (2011) and different scholars deal with teaching in elementary school.I have chosen the following documents for consultation and analysis: the Lei de Diretrizes e Bases da Educa??o (BRASIL, 1996), the Diretrizes Curriculares Nacionais for Pedagogy courses (BRASIL, 2006), the Lei n? 11.788 (BRASIL, 2008) or Lei do Est?gio no Brasil (as it is commonly called) and the Diretrizes Curriculares Nacionais for initial training on the higher education(degree courses, pedagogic training courses for newly graduated and second degree courses) and for continuing education (BRASIL, 2015).Based on the qualitative approach, inspired by ethnography and supported by the Comprehensive Interview (Kaufmann, 2013), I went for a research that penetrated the reality investigated, which happened at Centro Municipal de Educa??o Infantil (CMEI), In the municipality of Parnamirim/RN, having as interlocutors of the research four interns.The procedures I used were observation in l?cus; the application of questionnaires, construction of field diary and interviews.These procedures occurred in 2015, more specifically, during the second semester.Some of the light/ dark pictures, based on the constructed data, relate to the complex relationship between acting and observation in the interns? practice; to the social role occupied by interns of the non-compulsory internship modality; the power relations existing between the interns and the teachers, as well as with the other school?s protagonists; the differences delimit the curricular internship and the non-compulsory internship and the absence of coordination or orientation by educational institutionsin non-compulsory internship. Yet, in the speeches apprehended during the interviews I have realized that for the intern there is a point of view, in the face of the elements that make up being a kindergarten teacher, which surpass academic knowledge and that significantly contemplate their life experiences.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/22587 |
| Date | 15 December 2016 |
| Creators | Costa, Leide Dayana Pereira de Freitas |
| Contributors | 49709119087, http://lattes.cnpq.br/6061996250283917, Martinez, Albertina Mitjans, 69298513100, http://lattes.cnpq.br/1808703911572925, Aquino, Ligia Maria Motta Lima Le?o de, 74194690753, http://lattes.cnpq.br/6964418709270791, Paiva, Maria Cristina Leandro de, 59764309453, http://lattes.cnpq.br/5008583007971704, Silva, Rosalia de F?tima e, 32264046449, http://lattes.cnpq.br/2560174506689869, Momo, Mariangela |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM EDUCA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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