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POLÍTICA INSTITUCIONAL DE FORMAÇÃO DE PROFESSORES: desafio para o estágio curricular supervisionado
| Content Provider | Semantic Scholar |
|---|---|
| Author | Silva, Andréa Villela Mafra Da Paiva, Ana Maria De |
| Copyright Year | 2017 |
| Abstract | This essay aims to present experience developed, from 2014, the Pedagogy course (Degree) of the Instituto Superior de Educação do Rio de Janeiro (ISERJ), located in the municipality of Rio de Janeiro. The central theme of search experience the unity between theory and practice in teacher education to teaching activities and management in early childhood education, early years of elementary school and high school teaching disciplines, through the activities undertaken within the supervised internship. The experience question common sense that for teachers is needed more practice, which would mean more hours of classes, preparation of plans, daily fill class. The experience is based on critical-reflexive perspective developed by authors such as Paulo Freire, Antonio Nóvoa, Donald Schon, Ken Zeichner and Selma Garrido. Among the obtained results we identified that the stage gained centrality in teacher education beyond the fulfilment of workload and traditionally prescribed tasks and bureaucratized, to bring to the discussion of multiple degree courses training places; knowledge of teaching; teacher identity; concept of class; times, spaces, and modes of being of teaching practice. |
| Starting Page | 576 |
| Ending Page | 580 |
| Page Count | 5 |
| File Format | PDF HTM / HTML |
| DOI | 10.5892/ruvrd.v15i1.2897 |
| Volume Number | 15 |
| Alternate Webpage(s) | http://periodicos.unincor.br/index.php/revistaunincor/article/download/2897/pdf_655 |
| Alternate Webpage(s) | https://doi.org/10.5892/ruvrd.v15i1.2897 |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
