Estágio curricular supervisionado e qualidade da formação do licenciado em educação física

Abstract

This Masters Degree study adds to the line of research Training, Policies and Practices in Education, from the Post-Graduate Program in Education of FACED/PUCRS. It had as main purpose to recognize and reflect about the contributions and limits of supervised curricular internship in Physical Education course, of a private institution from the state of Rio Grande do Sul, based on the quality of teacher training in stage II and III; it was also aimed to differentiate the contributions and limitations of the curricular supervised internship with the regulatory frameworks, concerning the Physical Education course in order to discover and describe the course researched, highlighting its history to the social, historical, political and pedagogical aspects. The qualitative approach was based its methodology that sought to emphasize the whole context involved, in order to portray and differentiate the discoveries and the objectives listed. The case study was united to the research interest in to the representativeness of a Physical Education course in the private education in the state of Rio Grande do Sul. The participant subjects of the survey were the academics who were or who have recently developed internship II and III, comprehended by the Elementary School, First Year and Final Years of the Basic Education. The theoretical contributions are mainly held in the following authors: Pimenta (1994); Pimenta and Lima (2002, 2004); Dalla Corte (2010), André and Ludke (1986), Moraes (1999, 2001); Morosini (2001; 2009, 2011), Shon (2000), Fernandes (2011), Rios (2001), Freire (1996); Nóvoa (1992); Saviani (1989); Gatti and Barreto (2009); Charlot (2002, 2005), Bourdieu (1983b, 1998, 2004) and in the legal documents: CNE/CP 009/2001; CNE/CES 58/2004; CNE/CES 142/2007; CNE/CES 7/2007; Law 11.788/2008, LDBEN 9.394/96. The data analysis was conducted to understand the limits and the contributions of the curricular supervised internship to the formation of the quality of the Physical Education course. Overall, it is possible to conclude that the maturation process of teachers in formation builds heavily on curricular supervised internship by means of the living and the experiences with the knowledge of teaching and of the academic and professional interventions from the formation teachers. It is argued that the curricular supervised internship is a pillar for building the teachers and the subjects and contexts participating in this process enrich the constructs of being teacher in order to be dynamic, creative and knowledge holder. As the possibility of [re]launch the educational practice we look at planning and creativity as quality inputs for the teaching and research as a factor that reveals knowledge and actions.