O professor em formação: uma investigação sobre o estágio supervisionado nos currículos das licenciaturas em educação física

Abstract

The initial training of Physical Education teachers has been the focus of numerous studies and surveys establishing a profile of this professional, the establishment of their identity and their daily teaching practice. Many studies on the curriculum of graduate courses identified the lack of a guiding principle that underlie its contents and the distance between the curriculum and this field of expertise. The curriculum, as a cultural policy, is a decisive factor in the development of subjectivity and identity, in this case in the development of teachers´ identity, and along the curriculum, representations, discourses and knowledge are built, strengthened and mobilized. This research included semi-structured interviews with teachers and courses administrators, and these interviews were composed based on the debate about documents and guidelines for the internship, as well as the themes that involves the training of teachers in this area, and analysis of official and institutional documents that guide and subsidize supervised internship in two Physical Education colleges, one being public and another being private. Our intention was to map and characterize the supervised internship in these institutions, as well as analyze the conception of teaching in Physical Education. The teachers testimonies showed that the supervised internship are determined by different factors and regulations that are designed in teaching actions and are translated and negotiated according to the possibilities of the agents involved: teachers, student teachers, school and university. The interviews also indicated that the role and function conferred to Physical Education at schools are a result of historical process, different printing resumes, representations and meanings to the area, which are reflected in education system as a hole. These conceptions has its consequences both in the pedagogical actions of the teachers as well as in the proper meaning of the internship. The data analysis as long with the theoretical framework discussed allows us to state that for the internship is relevant to the training of teachers, but it is necessary to overcome the limitations and gaps imposed by law, by the internship organization and projects and by external and political factors, transcending the bureaucratic boundaries and allowing the licensing a real understanding about their professional development as a future teacher.