Estágio supervisionado e saberes docentes: o diário reflexivo na formação inicial

Abstract

The Supervised Curricular Internship of the Language Course constitutes an important stage of the initial teacher education, in particular, to provide a moment of reflection on the teaching acting and of intersection between the diverse knowledge needed for this formation, such as the knowledge to be taught (content to be taught and learned) and the knowledge for teaching (didactic-pedagogical aspects and methodological dimension) (HOFSTETTER, SCHNEUWLY, 2009, LIBANEO, 2015). In this research, we assume the Supervised Internship as a context for discussing the reflective teacher education, based on different theoretical contributions derived from Schön (1983, 1987, 1988), Zeichner (1994), Pimenta (2012), Bronckart (2009a), Bota et al. (2006) and Stutz (2012). Considering the reflective diary as a fundamental instrument for the reflective process, which allows us to (re)signify the teaching acting, as a corpus of analysis, we resort to the diaries produced by two students of the last year of the Language Course, with qualification in Portuguese language. Under this bias, our objective is to understand the reflection process of the teacher in his or her education development from the recordings of the classes observed and implemented in the mandatory Supervised Internship regarding the teaching knowledge necessary to his or her professional development. The analyzes show that the diary contributes to the reflective process in this context and can conduct the students to a critical teacher education.