%0 Journal Article
%T DAS PROPOSI  ES DO EST¨¢GIO SUPERVISIONADO AOS DESAFIOS DA PR¨¢TICA: A FORMA  O INICIAL DE PROFESSORES-ESTUDANTES NA PEDAGOGIA DO PARFOR
%A Maria de F¨¢tima Barbosa Abdalla
%J Olhar de Professor
%D 2012
%I Universidade Estadual de Ponta Grossa
%R maria de f¨¢tima barbosa abdalla
%X Based on Bourdieu (1997) and Freire (1997) this text intends to examine the propositions and challenges teacher-students experience in the PARFOR pedagogy in relation to both the workplace, and the professional practices in their early years into teaching. It is a longitudinal survey carried out in three stages: application of a questionnaire to 43 teachers, focus group discussions with 8 teachers, and 3 semi-structured interviews. From the teaching practicum propositions, the analysis was performed at two dimensions: 1st political and normative, addressing PARFOR and the teaching practicum regulation; and 2nd epistemological and methodological, presenting conceptions about teaching practicum that consider theory-practice a foundational element. Among the challenges of practice, and the propositions in the training context, the results point to the need for: 1st in the teaching practicum fi eld: its integration with other disciplines; the articulation between the institution providing the training and the fi eld schools; the valuing of the teaching practicum as a fi eld of knowledge; the need for taking a new stance towards the teaching practicum which strengthens the relationship between theory and practice; 2nd in the work context: planning and assessing the teaching practicum project by the institution providing the training and schools; the development of a methodological/epistemological approach to the teaching practicum in order to produce knowledge; the need to consider the teaching practicum as a training project; 3rd in the professional practices: the need to analyze the "legal provisions" as "forms of regulation¡±; the need to bring new meaning to the teaching practicum, and to the teaching profession; the need to identify the key issues related to the classroom to intervene with greater awareness; and the need to think about the teaching activity using conveying and co-constructing knowledge based on the dialogue between theory and practice.Resumo: Este texto pretende, fundamentando-se em Bourdieu (1997) e Freire (1997), examinar quais proposi  es e desafi os est o sendo vivenciados por professores-estudantes na Pedagogia do PARFOR, em rela  o ao contexto de trabalho e ¨¤s pr¨¢ticas profi ssionais de in¨ªcio de carreira. Trata-se de uma pesquisa longitudinal, realizada em tr¨ºs etapas: aplica  o de question¨¢rio para 43 professores; grupo focal com oito professoras; e tr¨ºs entrevistas semiestruturadas. A partir das proposi  es do est¨¢gio, a an¨¢lise foi desenvolvida em duas dimens es: 1a pol¨ªtico-normativa: trata das formas de regula  o do PARFOR e d
%K Supervised internship
%K Beginning teachers
%K PARFOR
%K Professional practices
%K Est¨¢gio supervisionado
%K Professores iniciantes
%K PARFOR
%K Pr¨¢ticas profi ssionais
%U http://www.revistas2.uepg.br/index.php/olhardeprofessor/article/view/4354/3262