Estágio curricular em Ciências da Natureza: percepções da gestão escolar e do professor regente

Abstract

Faced with the search for quality in teaching and concern with the initial formation of teachers, an interdisciplinary educational practice is desired in the school context. At this point it is important to emphasize and understand that teacher training is essential. The educator needs a broad view of the world around his student, as well as the set of information conveyed in the media and in general, using them as a starting point for building meaningful scientific knowledge. In view of the above, the present work sought to investigate the perceptions of the school management and the regent teacher regarding the insertion of licenciandos in Natural Sciences in the curricular stage. For this, the methodology is characterized as a qualitative research, and a questionnaire was used with questions correlated to the teacher-student-trainee relationship. The data collection took place from the process of applying the questionnaire to the management and the Regents professors of Natural Sciences of the country schools of the Residence Pedagogical Program of Dom Pedrito / RS. The results were analyzed using the Collective Subject Discourse Technique. Thus, the perceptions of the school management and the teacher regent regarding the insertion of the trainee in the Sciences of Nature Licenciatura, in an interdisciplinary formative perspective were identified. The results show that the school management and the regent teacher visualize their assignments of reception and theoretical support, respectively. They point out the formative need based on pedagogical planning and maintain that the relationship between school - teacher regent - trainee should be based on cooperation. Furthermore, they identify the importance of interdisciplinarity, although it is little known and requires an effort to delineate knowledge, not fragmentation. They affirm that the Pedagogical Residency Program has contributed in the training of the graduates and the professionals in action, opportunizing the improvement of the teaching in the participating schools.