Contribuições Do Estágio Na Creche Para a Construção Da Identidade Profissional De Futuros Professores

Abstract

This paper focus basically on a qualitative study of descriptive-analytical nature that was based on the investigation of how much the internship contributes for the initial training and professional identity of Pedagogy students at the Federal University of Mato Grosso do Sul/UFMS/Campus de Naviraí. Thus, through the analysis of interviews with three future female teachers means we sought to understand the process of building their identities in relation to being a teacher in Child Education (day-care center). Two semi-structured interview scripts were utilized: one before starting the internship activities and the other upon completion of discipline. The data analysis showed us that the Pedagogy students had positive expectancies in regard to the experience with babies; however, the fear of the experience is quite remarkable when they think about the pedagogical practice that they will perform as real teachers. Finally, it was evident that the Pedagogy students empathize with child education and its practice, being able to build their own professional identity around it.

Contribuições percebidas pelos estudantes sobre o estágio curricular na constituição da identidade profissional

“…It is known that the results from practical experiences, mediated or not by early training, influence decisions about career and professional representation, both selfprojected and projected on others, for the individual undergoing a training process 10 . CI contributes to PI by relating theory and practice during early training awaking critical sense regarding the development of actions and leading to a research attitude and capacity to reflect about the experience 11 , benefiting the process of constitution of positive emotions, resilience and management from the understanding of the professional context and active participation in the practical community, in addition to bringing students closer the professional reality in a practical sense 12 .…”