Caminhos de uma profissão: reflexões sobre a formação docente nas disciplinas de Estágio Supervisionado no curso de História Licenciatura Plena na Universidade Federal de Alagoas (UFAL) – Campus do Sertão

Abstract

The Supervised Internship is the time when the future teacher experiences the school environment and teaching. This research aims to reflect on teacher training based on practical experience in the subjects of Supervised Internship I, II, III and IV developed during the Full Degree History course at the Federal University of Alagoas (UFAL) - Campus do Sertão. Specifically, to identify the legal regulation of the internship from the official documents, to characterize how this legality is constituted, opposing the executable reality during the practice experienced in the supervised internships, in order to explain its impacts on the teacher education as a future graduate in History. This moment is fundamental in the identity construction of the teacher, therefore, this work presented an approach on the challenges of this profession, reflecting some points that directly infer in the construction of the History teacher, having the experiences of the subject Supervised Internship as object of study. The critical historical method guided the heuristic procedures in this research, based on the participant observation, the field diary, official documents on the Supervised Internship that constituted the research source, supporting the discussion on the theory / practice relationship present in the teacher training. The results show that the Supervised Internship theoretically subsidizes teacher training, however, the dialogue between theory and practice induces to affirm that they distance themselves from the empirical reality, that is, the basic education schools where we teach.