Contribuições do estágio supervisionado para a formação da identidade docente de estudantes de educação física do IEFES-UFC.

Abstract

The Teaching Identity is a dynamic process and is influenced by multiple personal and professional life experiences of the individual, where the supervised internship is fundamental. Because it provides the development of a series of important requirements for teaching. In this way, the present study is characterized as a qualitative research and had the objective to investigate the contributions of the supervised internship in the formation of the teaching identity of undergraduate students in Physical Education of the IEFEs-UFC. Nine undergraduate students of Physical Education participated in the research. As a requirement for participation, it was necessary for the graduate to have completed the four stages of the supervised internship until the semester 2017.2. For the generation of the information, a questionnaire was used with subjective questions about the internship experiences and its relationship with the training of students. The information obtained was tabulated and later analyzed. It was observed that the supervised stage, although presenting some deficiencies, contributed to the training of students, as well as the construction of their identity as Physical Education teachers. The development of the internship allowed the participants to combine the theoretical knowledge with the practical one and favored the formation of reflective teachers. In this way, it was possible to perceive that the accomplishment of the internship produced significant experiences for the professional formation of the researched students. It is important to carry out more research on the initial training of future Physical Education teachers, verifying their expectations and the meaning they give to the internship and their training as teachers.