O ambiente virtual como suporte ao estágio supervisionado na formação do professor de biologia

Abstract

This dissertation deals with the supervised aprenticeship perfomed by students during the teacher formation courses at the University. Since this issue always rouses researches on various of its aspects, including number of hours, conceptions and characterizations, I decided, in this work, to study the use of the virtual ambient as a support in the accompaniment of the apprentices who were performing in regular schools o four community. I have taken, as the research lócus, the course of Teacher Education in Biological Sciences, at the Federal University of Alagoas, during the year of 2004. The study case with a qualitative approach was the methodology used in this work. In order to collect data, I have made use of questionnaires and individual reports given by the apprentices on their own peformance in the schools,as well as some register of participant observation. The informants involved in the research were, obsviously, students regularly enrolled in the discipline Supervised Aprrenticeship. The objective of the research was to investigate and to analyse the contributions that a teaching and learning virtual ambient, used a support, could give to the licencees. As theoretical references I have used works from several renowned authors such as Lima (2004); Libâneo (2002); Pimenta (1994); Carvalho (1985); Charlier (2001); Schön (2000); Perrenoud (2001). The results obtained were organized into the following categories: the group interaction during the apprenticeship time; the use of information and communication technologies during the apprenticeship, the relevance of a virtual ambient as a support to the experience of apprenticeship, the dificulties occurred during the peformance and the contributions of this tecnology for teacher initial formation. Finally, all these questions were analysed and discussed.