O estágio supervisionado na formação inicial de licenciados em Educação Física no Paraná

Abstract

The novel curriculum guidelines for initial teaching qualification, in particular for teaching degrees and physical education, have promoted a restructuration process of the professional preparation in the area, and consequently, the supervised internship has became the main focus of the changes caused by the new legislation. Therefore, the primary aim of the study was to investigate how supervised internships in physical education teaching degree courses from the North Parana has been designed following the curriculum reformulation established by the resolution CNE/CP n. 01 and 02/2002 and CNE/CES n. 07/2004. To solve this issue, we have used a qualitative, descriptive research design in which five supervised internship coordinators from five Universities in the North Parana as well as thirty three professionals who are actually working in primary schools and were previously graduated with a physical education teaching degree between 2008 and 2011 in one of these above cited Universities. In addition, we have also used the supervised internship' guidelines from the Universities, as well as semi-structured interview with the coordinators and a questionnaire with the physical education teachers. The results showed that the changes promoted by the new legislation were primarily focused on increasing class loads, which in turn was reflected by a longer time of experience within the school, and consequently, promoting diverse experiences in the daily activities in the primary schools. The supervised internship resolutions from the Universities indicated that only one of the above cited Institutions was able to comply with the class load of 400 hours and that two Institutions have started with their supervised internship activities after the period previously established by the Institutional resolutions. However, in according to the physical education teachers' point of view, the physical education teaching degree course was able to meet the expectancies in relation to the needs for teaching in primary schools. Also, the supervised internship was recognized as a key opportunity to provide knowledge and experiences which are essential for their daily school activities, such as a better practical comprehension of the contents which were previously learned during their University' years or merely an improved reflection about their experiences. In conclusion, the results of this study reinforce the idea of a constant revision of the organization and actions concerning the supervised internship for all the individuals involved with the professional preparation process, in order to improve their school practices. Future studies should be carried out to further improve the supervised internship practices in the physical education teaching degree courses, in order to meet the fundamental assumptions for the professional preparation according to the school needs.