Observação e atuação reflexiva no Estágio Supervisionado de Língua Inglesa: somente refletir não basta

Abstract

As it is considered the most practical component of teaching undergraduate courses, the internship needs theoretical discussions and researches which make us think about the practices and the pedagogical knowledge in general. This article aims to bring undergraduate students’ observations about English classes at the primary and high school, when they do their internship. To complement those responses, we present the views of teachers on their performing, and also on their professional development. Our goal is also to reflect about the role of teaching practice at Languages undergraduate courses. The research is mainly qualitative and two questionnaires were answered by students taking their English internship, and by teachers of basic schools in Rio Grande do Sul, Brazil. The theoretical ground of this research mainly comes from the studies of Hopkins (1985), Pimenta and Lima (2004), Pimenta and Ghedin (2012), Libâneo et al. (2012), Martinez (2009), and Richards and Rodgers (2001). The research shows that the Languages students, and the teachers as well, are worried about the importance of the supervised internship and about the need of a long-lasting development by teachers. These subjects are aware of the necessity of joining pedagogical practices to renowned theories. Unquestionably, the educational practices in language teaching must go beyond reflection.