CURRICULAR INTERNSHIP GUIDANCE METHODS IN TEACHER TRAINING COURSES IN LANGUAGE AND LITERATURE (LETTERS) / FORMAS DE ORGANIZAÇÃO DE ESTÁGIOS CURRICULARES EM CURSOS DE LICENCIATURA EM LETRAS

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

Throughout this investigation we have tried to contribute to studies on the different ways of organizing and processing the Curricular Internships (CIs) in Teacher Training Courses, especially the CIs that were developed in Language and Literature (Letters) Courses. The focus of the study was the characterization of the orientation conductions that were used by professors from the Teacher Training Courses in Language and Literature (Letters) from the University Institutions (UI) of Santa Maria, RS, Brazil, which were responsible for the CIs. In order to collect the necessary information together with these subjects we have made Individual Structured Interviews. There are 08 (eight) CI advisor professors from Teacher Training Courses in Language and Literature (Letters) that have been interviewed: 03 (three) professors from the National University of Santa Maria/UFSM, 03 (three) from the Franciscan College Center/UNIFRA and 02 (two) from the Methodist Complex of the South/FAMES. Furthermore, we have analyzed the courses Political-Pedagogical Projects (PPP) and the legal normatives that rule the Curricular Internships in Teacher Training Courses. Starting from the analysis of the collected data, we have learnt that the three Language and Literature (Letters) Courses do follow the orientations set up in the Resolutions CNE/CP 1/2002 and CNE/CP 2/2002 concerning the hour load designated to CI activities, even though the Elementary Schools (ES) in general do not join the evaluation process of the interns. Considering the Portuguese and English Teacher Training Course from UFSM, the ones who are responsible for the initial contact to the schools are the advisors, while in the Spanish Course these are the interns. At UNIFRA, there is a CI coordinator, who jointly to the course coordinator assumes this responsibility; at FAMES, the responsibility is shared by the CI coordinator and the advisors. The CI advisors and coordinators schedule meetings with the pedagogical coordination and the teachers who are responsible for the ES classroom groups in order to have guidance, limitation, restriction and conditions for the development of the internship activities. After the initial encounter, the advisors only return to make contact with the regent teachers during the visits to the interns. Taking the ES teachers participation in the progress and following of the CI activities into account, we come to face two very distinct realities: those who set free the classroom group to the interns to put their work into practice as they wish and the ones who follow through the planning and/or the development of the classes. Bearing in mind guidance methods, we have checked that all advisors have weekly meetings (from 15 minutes to 1 hour) with presentation and discussion of the planning, expositions and reflections upon the regency experiences and resolution of difficulties that have been brought up in the development of the CI. The evaluation of the interns is made only by the advisor professors considering the following aspects: activities developed in the ES, activities developed in the UI, final reports, projects and/or article handing-ins. This way, it is possible to conclude that the 03 (three) Teacher Training Courses in Language and Literature (Letters) from Santa Maria have shown both similarities and differences as to the guidance methods and processing of the CI, which have been carefully presented during this study.

ASSUNTO(S)

curricular internship ci guidance manners educacao estágio curricular initial teacher training formas de organização de ec formação inicial de professores

ACESSO AO ARTIGO

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