Como os licenciandos em letras - língua portiguesa e literaturas da UFRN avaliam a experiência do estágio para sua formação

Abstract

The Supervised Curricular Internship is fundamental for the training of education professionals as it provides conditions for the application of academic knowledge, opportunities for the practice of teaching skills and the development of critical pedagogical perspectives. This monograph aims to evaluate the perspective of the internship in the teaching training of undergraduates students of the Bachelor’s Letras-Língua Portuguesa e Literaturas at the Universidade Federal do Rio Grande do Norte (UFRN) - Central Natal Campus, on the role of the internship in their teaching training. The time frame of the research was the two academic semesters of 2023, during the internship components I, II, III and IV. The qualitative and exploratory methodology was based on multi-methods: observation, exploratory reading, bibliographic review, document analysis and participatory research. The bibliographic references focused on authors who address teacher training and supervised internships, such as Selma Pimenta and Maurice Tardif. The corpus was formed by texts published in the magazine Cadernos de Estágio do GT de Estágio do Centro de Educação (CE-UFRN), by videos about internship experiences published on the GT de Internship Youtube Channel produced in the internship components, the project pedagogical document of the Letras-Língua Portuguesa e Literaturas course and notes referring to the students' speeches made during classes in the internship components. The participatory research was carried out during the monitoring of the teaching project "Teoria-Prática no Estágio Obrigatório Supervisionado (Português): o que se ensina na escola é o que se ensinou na universidade?”. The main results indicate that the internship is a fundamental stage in the academic, social, professional and citizenship training of undergraduate students for their work in the educational field. However, these students point out the need to expand theoretical-practical subjects in the curriculum, given the majority of theoretical subjects, highlighting the relevance of disciplines called curricular workshops that are mentioned as productive spaces, especially those that promote innovation and interdisciplinarity.This study, in this way, intends to contribute to the qualification and improvement of teacher training at UFRN.