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Previous issue date: 2015-01-20 / This study is part of the Training Research Line, Policy and Practice in Education, and it is characterized by being a qualitative research, in order to discuss the importance of the school of Basic Education in the training of teacher trainees. It seeks to interact and understand how happen the teaching practices and curriculum supervised internships in basic education schools. Highlight important points as the trajectory of teacher education in Brazil, the relationship of the School of Basic Education with the University, Teachers in Training, Professors and Teachers Supervisors, whose accounts of experiences contributed to this research. The theoretical contributions anchor up mainly of authors such as Pimenta (2000, 2001 and 2004), N?voa (1999, 1995), Morosini (2006, 1992), Arroyo (2000), among others. This work is in an ethnographic case study characterized by the description of the school culture (Andr? 2012). The result shows the importance of training teachers insertion in the school environment and points to a relationship, almost non-existent, between training institutions - school and university - and the desire on the part of the schools studied, that this relationship happen so effective, improving the studies, practices and pedagogical doings of professionals already working in primary education schools and teacher training throughout the course. / O presente estudo est? inserido na Linha de Pesquisa Forma??o, Pol?ticas e Pr?ticas em Educa??o, e caracteriza-se por ser uma pesquisa de cunho qualitativo, com o objetivo de problematizar a import?ncia da escola de Educa??o B?sica na forma??o dos professores em forma??o. Ele busca interagir e compreender como acontecem as pr?ticas de ensino e est?gios curriculares supervisionados nas escolas de Educa??o B?sica. Destaco como pontos importantes a trajet?ria da forma??o docente no Brasil, a rela??o da Escola de Educa??o B?sica com a Universidade, os Professores em Forma??o, Professores Titulares das Turmas e Professores Supervisores das Escolas Pesquisadas, cujos relatos de experi?ncias contribu?ram com esta pesquisa. Os aportes te?ricos ancoram-se, principalmente, em autores como Pimenta (2000, 2001 e 2004), N?voa (1999, 1995), Morosini (2006, 1992), Arroyo (2000), entre outros. Este trabalho constitui-se em um estudo de caso do tipo etnogr?fico caracterizado pela descri??o da cultura escolar (Andr?, 2012). O resultado disso mostra a import?ncia da inser??o de professores em forma??o no ambiente escolar e aponta para uma rela??o, quase inexistente, entre as institui??es formadoras escola e universidade e o desejo, por parte das escolas estudadas, de que essa rela??o aconte?a de forma efetiva, aprimorando os estudos, as pr?ticas e os fazeres pedag?gicos dos profissionais j? atuantes na escola de educa??o b?sica, bem como dos professores em forma??o durante todo o curso.
| Identifer | oai:union.ndltd.org:IBICT/oai:tede2.pucrs.br:tede/3826 |
| Date | 20 January 2015 |
| Creators | Santos, Tatiana Fruscalso dos |
| Contributors | Fernandes, Cleoni Maria Barboza |
| Publisher | Pontif?cia Universidade Cat?lica do Rio Grande do Sul, Programa de P?s-Gradua??o em Educa??o, PUCRS, BR, Faculdade de Educa? |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/masterThesis |
| Format | application/pdf |
| Source | reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS, instname:Pontifícia Universidade Católica do Rio Grande do Sul, instacron:PUC_RS |
| Rights | info:eu-repo/semantics/openAccess |
| Relation | -8451285793228477937, 500, 600, 7024413195758546274 |
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