Relato de experiências docente no Curso de Pedagogia da Universidade Federal do Ceará

Abstract

The present work has as central focus the importance of reflection in the pedagogical practice during the formation of teachers in the Pedagogy course at the Federal University of Ceará, with the purpose of demonstrating the problems and educational contributions for future teachers. To clarify these issues, a descriptive qualitative bibliographic research was adopted, through the dialogue of authors who discuss teacher training and educational practices, such as Barreiros (2008); Freire (1996); Souza (2006), among others. The main objective of the study was to report the importance of teaching experiences in practice during the Pedagogy course, subsidized by experiences in supervised internship with pedagogical activities carried out in a municipal elementary school in Fortaleza, with reflection on the process of knowledge reconstruction teachers. Seeking to identify the developed actions that are important for the construction of knowledge and the social, cognitive and motor development of students under the light of cognition and knowledge. Through the observations made and

the pedagogical experiences that took place during the internship, developed with a second- year class, with students between the age of seven and eight, and consequently in the notes

arising from the daily experiences and reflections of the class diaries and in the student learning folders. Furthermore, in order to reflect and critically analyze teaching practices, it is the opportunity to use play and games in the teaching and learning process as a didactic resource. Concluding from this, the importance of teaching practice in the Pedagogy course, considering this experience as essential in the professional consolidation of the future pedagogue, as it contributes to the enrichment between the theory and practice relationship of teaching, thus enabling a realistic view of the educational environment.