DAS PROPOSI ES DO ESTáGIO SUPERVISIONADO AOS DESAFIOS DA PRáTICA: A FORMA O INICIAL DE PROFESSORES-ESTUDANTES NA PEDAGOGIA DO PARFOR

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 às práticas profi ssionais de início de carreira. Trata-se de uma pesquisa longitudinal, realizada em três etapas: aplica o de questionário para 43 professores; grupo focal com oito professoras; e três entrevistas semiestruturadas. A partir das proposi es do estágio, a análise foi desenvolvida em duas dimens es: 1a político-normativa: trata das formas de regula o do PARFOR e d