O estágio Curricular sob a percepção de estudantes do curso de Pedagogia/Faed

Abstract

The article discusses the perception of undergraduate students in relation to the format in which the Political Pedagogical Course (PPC) project is organized, analyzing the positive and negative points and whether it in fact offers training that encompasses all the important knowledge in theoretical classes- practices to train future good professionals. The objective was to carry out a conceptual theoretical analysis seeking to understand how the practice began in higher education courses, mainly in teacher training, and an analysis based on theorists who discuss teacher training, contextualizing the importance of the curricular internship in the initial training of teachers, above all, Pedagogy graduates from the Faculty of Education (Faed) of the Federal University of Mato Grosso do Sul (UFMS). As methodological procedures, bibliographic and documentary research was used as a basis, as well as the application of a survey-type questionnaire using Google Forms. The results showed that the supervised internship as a training tool is responsible for the construction of identity, which corresponds to the meaning that this future teacher gives to his profession, as well as contributing to a practice mediated by research, reflection and which considers reality Social. Students on the course felt some differences regarding PPC migration, especially due to the bureaucracy they faced. He concluded that a teacher is needed who, during his training and after, must be constantly researching and reflecting on conflicts to transform practice.