THE UNIVERSITY AND SCHOOL RELATIONSHIP AND THE MANDATORY SUPERVISED INTERNSHIPS OF TEACHER TRAINING COURSES
Name: ÉRICA ALCANTARA PINHEIRO DE PAULA
Publication date: 11/09/2024
Examining board:
Name |
Role |
|---|---|
| ELISANGELA ANDRÉ DA SILVA COSTA | Examinador Externo |
| GEIDE ROSA COELHO | Examinador Interno |
| KALLINE PEREIRA AROEIRA | Presidente |
Summary: This research investigates the relationship between the University and the Basic Education School in the context of the mandatory Supervised Internship processes and their potential contribution to teacher’s initial and continuing education. It analyzes the conceptions of teachers about how the Internship processes in the Undergraduate Courses of the Federal University of Espírito Santo Campus in Goiabeiras contribute to teacher training, and how the articulation has occurred in this formative context of the undergraduate student, in initial training, of the supervising teachers and advisors of the Internship in continuing education. The theoretical framework for this research refers to the contributions of studies focused on teacher education, with emphasis on the studies of Garcia (1999), Pimenta (1997 2012), Alarcão (2011), Nóvoa (1995, 2017; 2022), Pimenta e Lima (2017) and Freire (1996). The methodology adopted refers to exploratory research, from a critical-dialectical perspective, being qualitative research. Interviews were conducted with professors from the University and the School involved in the Supervised Curricular Internship process, in the final years of elementary school, due to the delimitation of the research and documentary research to map the regulations and documents related to the Supervised Curricular Internship of the bachelor’s degree Courses at the Federal University of Espírito Santo. In addition, a brief analysis of the Guidelines for Teacher Education established in the national regulations was carried out and points to a scenario of regression in policies around teacher training with the revocation of the 2015 National Guidelines by the 2019 Guidelines, a scenario not modified by the new Guidelines, approved in 2024, which presents several aspects that weaken its scope. The data obtained were analyzed using the content analysis technique. The results of the field research revealed a diversity of conceptions among the professors about the Internship. This contrast in perceptions highlights the importance of bringing Universities and Schools closer together, to foster training activities that broaden these concepts, contributing to more enriching teacher education. Participants' reports indicate that, although internship practices already include immersion and critical reflection, there are still opportunities to strengthen the link between Universities and Schools, promoting greater interaction between teachers and undergraduates. Despite the challenges identified - such as bureaucratic obstacles, divergent schedules and working conditions, that limit the active participation of basic education teachers -, opportunities were identified to enhance supervised curricular internships. Teaching, research and extension projects that integrate initial and ongoing training, encouraging closer collaboration between universities and schools were mentioned as paths. It is concluded that overcoming challenges and taking advantage of such opportunities require a joint effort and the institutional support necessary to face difficulties, ensuring more integrated and contextualized teacher training. Finally, as an Educational Product, we proposed creating a Center as an Institutional space for articulation between University and School and Curricular Internships.
