Programa de Pós-Graduação em Educação
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Doctoral Thesis “O estágio no NEI é diferente!” Representações sociais de professores e graduandos sobre o estágio supervisionado de Pedagogia no Colégio de Aplicação da UFRN(Universidade Federal do Rio Grande do Norte, 2025-07-08) Almeida, Cibele Lucena de; Melo, Elda Silva do Nascimento; http://lattes.cnpq.br/1296070757502494; http://lattes.cnpq.br/5049408738861032; Llavador, José Beltrán; Ferreira, Adir Luiz; https://orcid.org/0000-0002-6102-9769; http://lattes.cnpq.br/0341824719316863; Santos, Camila Rodrigues dos; http://lattes.cnpq.br/0838902670910946; Ribeiro, Cynara Teixeira; http://lattes.cnpq.br/1018577427983026; Carvalho Filho, Josué José de; https://orcid.org/0000-0002-3784-3242; http://lattes.cnpq.br/1765345771198509; Lima, Maria Aldecy Rodrigues de; https://orcid.org/0000-0003-1187-7783; http://lattes.cnpq.br/8470380326040678Since teacher training is one of the main indicators of quality education, and the supervised internship in Pedagogy is an important component of this training, reflecting on the quality of school-based practice has a direct impact on the work of both current teachers (practicing teachers) and future pedagogues (interns), as it allows them to experience and reflect, in a concrete and theoretical manner, on teaching, training, and learning. Given this panorama, and based on my own experiences as a teacher, supervisor, advisor, and coordinator of supervised internships at the Childhood Education Center, Colégio de Aplicação of the Federal University of Rio Grande do Norte, I chose the following guiding question: What are the social representations of the participants (interns, supervising teachers, and advisors) within the supervised internship in the Pedagogy course at NEI/CAp-UFRN? To answer this guiding question, the thesis aimed to investigate the social representations of interns, supervisors, and advisors involved in the supervised Pedagogy internship at UFRN’s CAp. The Theory of Social Representations is considered in a dual perspective in this research: as a theoretical foundation that informs our reflections, and as an analytical lens for interpreting the empirical data. To this end, we used the following procedures: in-person and participant observation, document analysis, field diary entries, semi-structured interviews, photography, socioeconomic questionnaires, and the Free Word Association Technique - TALP, and we took as a reference to identify and understand the social representations of the supervised internship in Pedagogy at an Application School the discussions of Abric (1998), Alcantud Díaz (2021), Beltrán, Martínez, and Gabaldón (2021), De Masi (2000), Farr (1994; 1998), Flament (2001), Freire (2019, 2015, 2001, 1979), Freire and Melo (2019), Jodelet (2015, 2001), Melo (2024), Morin (2000), Moscovici (2013, 2012), Pimenta (2012, 2010), Nóvoa (1997, 2009, 2017), UN (2015), Schön (1997), and Tardif (2013, 2005). The results show that the supervised Pedagogy internship at NEI-CAp is socially represented as a thoughtful and transformative training experience, characterized by horizontal relationships among the participants. The analysis reveals a core representation centered on the notion of formation, mainly associated with elements such as learning, opportunity, and experience. This constitutes a consensual and integrative social representation of the Pedagogy internship at NEI, confirming our thesis that a different school generates a different internship. Participants’ understanding of the distinctive aspects of the internship at a CAp included a critical dimension, particularly in relation to the challenges and limitations encountered. The tensions inherent in these practices may have implications for UFRN’s training program on two fronts: legitimizing the NEI experience as valuable learning, even if atypical; and encouraging students to extract inspiring skills and pedagogical principles, rather than dismissing the experience as unrealistic or idealized. It was found that the internship process is experienced as a space for the mutual construction of teacher identity, reinforcing the importance of institutional policies that foster dialogue between the university and the school. The research highlights the need to strengthen collaborative teaching, research, and extension actions that consolidate the Pedagogy internship as a core element in teacher education, reinforce NEI as a site for both initial and continuing education, and contribute to the re-signification of other public schools as shared territories for critical, innovative, creative, and sustainable practices.Master Thesis O ensino de português para crianças estrangeiras: reflexões sobre um fazer docente(Universidade Federal do Rio Grande do Norte, 2010-03-15) Almeida, Cibele Lucena de; Lopes, Marcos Antonio de Carvalho; Jalles, Antônia Fernanda; http://lattes.cnpq.br/6743943284479851; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4788194A4; http://lattes.cnpq.br/5049408738861032; Silva Neto, João Gomes da; http://buscatextual.cnpq.br/buscatextual/visualizacv.do?id=K4708857E2; Pereira, Francisco de AssisLa presencia de personas extranjeras radicadas en la província de Rio Grande del Norte trae a la escuela el desafio de recibir alumnos hablantes de otros idiomas. En esa perspectiva, el estudio tiene como objetivo investigar la practica pedagógica desarrollada por una profesora de Pipa - RN, con destaque en la enseñanza de Portugués para niños inmigrantes en la Enseñanza Fundamental. Esa temática se hace relevante al proponer posibles alternativas para el desarrollo de una acción docente reflexiva y mediatizadora de la enseñanza de una língua segunda. Para la concretización de este trabajo disertativo, se há realizado un estudio de caso de tipo etnográfico y de naturaleza qualitativa en una institución privada de la playa de Pipa - RN, en el período de noviembre de 2007 a agosto de 2008. Se há utilizado como procedimientos, la observación participante, la entrevista semiestruturada gravadaen áudio, la análise documental, el registro en diário de campo y el registro fotográfico. Se há elegido como referencial teórico las discusiones de Almeida Filho (1992, 1997, 2002, 2005), Cunha (1999, 2002), Freire (1996, 2004), Moita Lopes (1996), Vygotsky (1998), Wachowicz (1995) y Zabala (1998). La análise revela que, aunque la profesora observada no tenga conocimientos específicos sobre la enseñanza de PL2 en la escuela regular, su acción educativa há demonstrado avanzos, especialmente, al considerar los aprendizes como sujetos del processo de enseñanza aprendizaje, entre ellos los niños extranjeros; contemplar la identidad y las diferencias culturales y linguísticas de estos educandos; incluyese el aspecto lúdico en la preparación de las actividades; articular vínculos sociales, afectivos y cognitivos, entre otros aspectos destacados. Sin embargo, evidenciase la necesidad de una formación pedagógica específica para el trabajo con niños inmigrantes, a través de la interlocución entre los currículuns de los cursos de Filología y Pedagogia de las Universidades brasileñas, a partir del cual estudios y debates podran ser fomentados en la busqueda por uma enseñanza de PL2 verdaderamente comunicativo y democrático.