O estágio curricular supervisionado na Educação Física enquanto espaço formativo: a percepção dos orientadores, supervisores e estagiários

Abstract

Discussions over teacher training are pivotal for the educational area. Studies in the field point out several difficulties and questions, especially regarding supervised curricular internship (SCI). This research aimed to analyze the perception of advisors, supervisors and interns on SCI as a training space, in two nocturne undergraduate courses of teaching Physical Education (PE) in the extreme southern region of the country were evaluated. To develop the presented theme, the investigation was performed based on a qualitative approach, being a multiple case study having as scenario the Federal University of Rio Grande (FURG) and the Federal University of Pelotas (UFPEL). The study sample was characterized by intentionality and included subjects who participated in the SCI in 2019. Six SCI professors, advisors from both universities who taught the discipline related to elementary education at the nocturne PE course participated in the research along with six PE public school teachers, supervisors in SCI. Besides that, 34 undergraduate students who attended the aforementioned SCI courses in elementary school also composed the research. The data collection of advisors and supervisors was carried out through semi-structured interviews, afterward verified by content analysis. The data collection of undergraduate students was performed through a mixed questionnaire developed by the researcher. The research was approved by the Ethics Committee of ESEFUFPEL and registered under the number: 3.716.960. All articipants in this research received the Free Informed Consent Form – FICF. Through the collected data, it was noticed that the advisors used the moment of dialogue to vent about their desires and thoughts related to SCI. On the other hand, supervisors did not show such deep opinions, which may be justified by the fact that SCI is a small part of their long working hours. However, both believe SCI is essential for the initial training of future teachers and their continued training. The interns showed convergent and divergent opinions about the SCI process and highlighted some positive aspects, mainly related to the knowledge it provides. Advisors, supervisors and interns evinced that changes are still necessary, such as: increasing the workload of SCI, closer approximation between university and school and more attention to the student and worker needs. Finally, it was understood that regarding teacher training, investigations are always necessary and research will never be fully concluded.