Reflections on training practices in the Pedagogy course: the Pedagogical Residence Program and the Supervised Internship
This work brings one reflection on the training practices in a degree course, seeking to understand the Supervised Internship and the Pedagogical Residency Program as training spaces in which dialogue about the crafts of teaching is established in the continuous practice of lived and reflected pract...
| Authors: | , |
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| Format: | article |
| Status: | Published version |
| Publication Date: | 2022 |
| Country: | Brasil |
| Institution: | Universidade Estadual do Oeste do Paraná (UNIOESTE) |
| Repository: | Travessias (Cascavel. Online) |
| Language: | Portuguese |
| OAI Identifier: | oai:ojs.e-revista.unioeste.br:article/28594 |
| Online Access: | https://e-revista.unioeste.br/index.php/travessias/article/view/28594 |
| Access Level: | Open access |
| Keyword: | Estágio Supervisionado Programa Residência Pedagógica Formação Inicial de Professores Supervised internship Pedagogical Residency Program Initial Teacher Training |
| Summary: | This work brings one reflection on the training practices in a degree course, seeking to understand the Supervised Internship and the Pedagogical Residency Program as training spaces in which dialogue about the crafts of teaching is established in the continuous practice of lived and reflected practices at school. We bring to the reflections the contributions of the Pedagogical Residency Program since one of its purposes is to induce the reformulation of the supervised internship, taken here as a locus of investigation. Taking as a reference the contributions of the enunciative theory of Bakhtin and Clot (2007) on professional experience, we seek an analytical-interpretative approach to the processes of interpretation of meanings in circulation in the relationship of supervision of internship and in the production of intervention projects of the program of pedagogical residency. The reflections show that in the supervised internship and in the pedagogical residency, the training process is put in perspective and questioned. More than just answers, these training spaces produce questions, explain contradictions and limits of the educational processes experienced in basic school and in initial academic training. |
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