EXPERIÊNCIAS E DISCURSSÕES VIVENCIADAS NO ESTÁGIO SUPERVISIONADO E A CONSTRUÇÃO DA IDENTIDADE DOCENTE NO MUNICÍPIO DE SÃO PAULO

Abstract

This report was developed based on experiences in three public schools in the city of São Paulo, as well as interviews with a high school teacher and a teacher of Youth and Adult Education (EJA). It seeks to verify the contributions of the internship to the construction of the professional teaching identity based on the pedagogical practice, since it is in this internship that the graduate will put into practice what was learned in the undergraduate course. Its main goal is to share the experiences lived during the internship observations and how a professional teacher is formed during the formative journey of the Supervised Internship, giving visibility and knowledge of the reality of teaching practice, thus contributing to an understanding of how the process happens. To establish a dialogue, Pimenta and Lima (2012) and Franco (2012) were used as theoretical references. The methodology that supports this report is based on field research (observations in classrooms and interviews with teachers). In the results obtained, we realize the importance of internship for the graduate, because it is the time when theory and practice are associated, providing opportunities to apply their knowledge, developing what has been learned, and in this experience the process of identity formation of the pedagogical teacher takes place.

Keywords: Internship; Reflection; Theory and Practice; Discourse.