Desenvolvimento psíquico e orientação de estágio supervisionado de ensino: um estudo sob a perspectiva da teoria histórico-cultural

Abstract

Based on the theoretical framework of the Historical-Cultural Theory, specifically Leontiev and Davidov's Theory of Activity, we present the results of an action-research in the context of supervised teaching internship. This research was carried out in the Graduate Program in Education, in Federal University of Santa Maria, in the line of research: Public Policies, Educational Practices and their Interfaces. The focus of the research was centered on understanding the psychic and intellectual development of student-intern based on the study tasks in the discipline of supervised teaching internship III (ESE III) in the Teacher Training course for Professional and Technological Education, offered by the Federal University of Santa Maria. The methodological perspective that guided this research was qualitative and of the action-research type. The research was carried out in three cycles, each cycle consisting of four phases. In the first cycle, a documental analysis of the planning of the ESE III discipline was carried out and it was identified that the theoretical studies of books and articles, the planning and class reports (didactic sequences), the problem identification task and the definition of strategies in the teaching- learning, and finally, the production of reports were study tasks that contributed to teacher training, having developmental characteristics. In the second cycle, the evidence of psychic and intellectual development of the student-interns was mapped through participant observation of the ESE III discipline and analysis of the study tasks. It was perceived the development of a generalized mode of action in relation to the lesson plans, which was developed along the study tasks, marked by the collaborative activity between student-intern and teacher, towards the development of the study task carried out independently by the student-intern. In the third cycle, it was identified the transformations in relation to theoretical knowledge towards the development of teaching knowledge, which drive new attitudes on the part of student-interns. As final considerations, it was understood that the elements present in the didactic-pedagogical model of the ESE III discipline have developmental characteristics, with potential for the development of knowledge, skills and professional attitudes necessary for teaching.