O processo de aprendizagem de professores do ensino fundamental: apropria����o da habilidade de planejar situa����es de ensino de conceitos

La investigaci��n fue realizada con profesores de los a��os iniciales de la ense��anza b��sica, alumnos de la carrera de Pedagog��a Licenciatura Plena del PROB��SICA de Cear��-Mirim (RN). Tuvo como objetivo general el estudio de lo proceso de apropiaci��n de esa habilidad, segundo las siguientes perspectivas te��ricas: hist��ricocultural, de L.S. Vygotsky, teor��a de la actividad, de A.N. Leontiev, y la teor��a de la asimilaci��n por etapas mentales, de P. Ya Galperin. La metodolog��a se desarroll�� organiz��ndose en tres etapas: el diagn��stico inicial, con el an��lisis del nivel de desarrollo de la habilidad de los profesores; el proceso formativo, con la orientaci��n del aprendizaje, el control y la evaluaci��n del desarrollo; y el diagn��stico final, con el an��lisis del nivel alcanzado en la experiencia. Los instrumentos utilizados fueron: un cuestionario, para la caracterizaci��n de los sujetos de la investigaci��n, el planeamiento de ense��anza de los profesores y el diario de clase, donde se registraba lo que ocurri�� en cada orientaci��n y realizaci��n del proceso formativo. Los resultados referentes a los niveles iniciales del desarrollo de la habilidad han revelado un grado de espontaneidad en el planeamiento de ense��anza de los conceptos. Durante el proceso de ense��anza y aprendizaje, los profesores han expresado sus dificultades, pero tambi��n las posibilidades de mudanza para que alcanzaran un nuevo nivel de desarrollo. Para el an��lisis del nivel inicial y del desarrollo de las habilidades de los profesores para planificar situaciones de ense��anza con la definici��n y con la identificaci��n, fueron utilizados los siguientes elementos: el dominio del concepto, el dominio de esos procedimientos l��gicos y las categor��as del planeamiento (objetivos, contenidos, estrategias de ense��anza, control y evaluaci��n). En cada etapa surgieron obst��culos, pero tambi��n aspectos que han revelado la posibilidad para aprender una nueva forma de planear, con apropiaci��n de nuevos fundamentos te��ricos. La pr��ctica docente se constituy�� en un elemento que facilit�� la comprensi��n y la apropiaci��n de las habilidades de planear situaciones de ense��anza de conceptos mediante la definici��n y la identificaci��n

A forma����o do professor em diferentes espa��os socializadores: um olhar sobre os alunos do curso Pedagogia da Terra da UFRN

This work is an analysis about the teacher's formation starting from certain aspects of its culture. It is supposed that the teacher is constituted in an individual that acts starting from singular aspects, in an individual point of view, but at the same time it interacts with other individuals in an environment strongly marked by the culture. Those two dimensions are representatives of the socio-cultural characteristics and they can be seen in the perspective of the individual and collective identity. Based on those presuppositions we chose, as reference, four environment of formation: the family, the school, the work and the Movement of the Rural Workers Without-Soil/MST (MST: The without-soil-ones in Portuguese) observing as the teachers refers to those environment highlighting, mostly, the formative aspects stood out. The individuals researched are teachers involved in the education of settled communities, who are students of the Earth Pedagogy course of the Universidade Federal do Rio Grande do Norte/UFFRN. For our analyses, we used narrative texts, written by the teachers, as conclusion of the discipline History of the Brazilian Education in which they tell their life histories. The speeches show as the environments of reference influence in their world conceptions, attitudes and values that not just mix in an individual dimension, but also collective. The research make us reflect about the possibility to think on the educational action starting from that understanding of wide formation considering the present elements in the courses of teacher's life

Pedagogia da fraternidade ecol��gica e forma����o transdisciplinar para um ensino educativo

La s��paration entre les deux cultures (Snow, 1995) a battu la compr��hension du monde, a influenc�� l'��ducation �� tous les niveaux et a fragment�� les ��tres humains dans leur fa��on de penser et de produire des connaissances. L'accumulation des connaissances h��rit��es d��s la naissance de la science moderne au XVIIe si��cle, n'a pas ��t�� suffisantes pour relever les nouveaux d��fis du monde contemporain (Morin, 2000, 2001, 2002a). Maintenant c est le temps de chercher une nouvelle compr��hension du monde et des nouveaux fa��on de comprendre et r��soudre les ��v��nements et probl��mes de l'��ge moderne. La P��dagogie de la fraternit�� ��cologique "est d��fendue et construite �� partir d'un point de r��f��rence cosmologique nouvelle, bas��e sur le grand r��cit de l'univers, et inspir��s par la vie fraternelle, l'amour, la po��sie et la sagesse de saint Fran��ois d'Assise (Italie , sec. XII-XIII) et l'exp��rience des connaissances traditionnelles et la ��logique du sensible�� (L��vi-Strauss) de Francisco da Silva Lucas, un r��sident de la communaut�� de Areia Branca, sur les rives du lac Piat�� dans la ville de Assu, Rio Grande do Norte. Une ��pist��mologie fond��e sur le grand r��cit de l'Univers rachetera des relations fraternelles entre l'homme et la nature. �� partir de ces r��f��rences j ai elabor�� une nouvelle formation pour les ��ducateurs, ��formation interdisciplinaire pour enseigner de l'��ducation��, dans lequel je d��veloppe ce que j'appelle ��Architecture transdisciplinaire de savoir pour la formation des enseignants, fond�� sur les principes de la complexit�� et de la transdisciplinarit��. Nous comprenons que notre r��le est plus large int��grant l'homme dans l'histoire de l'univers, car le bien de la terre et le bien��tre de la communaut�� humaine sur terre peut ��tre le point que rejoindra l'enseignement de l'avenir

A Fogueira do conhecimento: religa����o de saberes e forma����o

Les r��cits sur les exp��riences de vie se constituent en apprentissages signifiants dans le processus d�� auto-formation des ��ducateurs. La formation est un phenom��ne qui extrap��le l ambiance scolaire, incluant les exp��riences qui servent de matrice pour la construction de la connaissance au long de la vie. Dans cette perspective, ��la connaissance de soi��, telle quelle propos��e par SOUZA, NOVOA et JOSSO, est la notion centrale au tour de laquelle se d��veloppe cette dissertation. La recherche a comme id��e principale transposer pour la realit�� des professeurs l��exercice reflexif de son enseignement, m��diant la red��couverte de ses exp��riences de vie, a travers des histoires de soi que, potentialis��s, peuvent transformer ses pratiques dans la classe scolaire. Je prends comme point de d��part mes propres exp��riences comme ��ducatrice assumant la conviction de la indissociation entre sujet et objet de la connaissance, comme propose ��dgar Morin pour parler de la science de la complexit��. Je fais aussi l��usage des r��cits de six professeurs du r��seau publique de l enseigment, r��v��lateurs de la construction de la connaissance appuy��e dans la coh��rence de la praxis p��dagogique avec son mode de comprendre et sentir le monde. Les oeuvres ��Mes D��mons�� d ��dgar Morin, ��O Tempo e Eu�� de Luis da C��mara Cascudo et ��O Banquete dos Deuses�� de Daniel Munduruku, ont ��largit le champs des r��cits d exp��riences que se constituent en matrices des processus de formation. Le travail avec les r��cits de formation d��montrent qu���� partir de la r��flection du sujet sur sa propre exp��rience, il est possible de se proj��ter des nouvelles configurations de la connaissance tenant comme base, la reliaison entre vie, id��es, et pratiques p��dagogiques. �� partir de la m��taphore du b��cher il est possible de se comprendre la force de combustion des exp��riences de vie dans la formation des enseignants

A forma����o / a����o multiplicadora da pr��tica infantil: um estudo das pr��ticas formativas do PIDEPE RN.

This study examined the training of teachers in service developed by the Integrated Program for the Development of Early Childhood Education in Rio Grande do Norte - PIDEPE / RN - UFRN, whose central focus of action is the action of the multiplying practice within Natal. The methodology used is a reflection on the training strategies of the practice of early childhood education in order to build a knowledge that can be generalized to other formative experiences of teachers. The instruments used for data collection were the desk research and literature from the perspective of qualitative research. The study focused on the instrument were related to the structure and organization of the stage and the process of action multiplying of the infantile practice. We concluded that the process of training needs to be carefully reviewed. It is necessary to rethink the definition of objectives, criteria and tools for continuous evaluation that they wish to maintain and / or setting up on stage. Look not only for the formative role of education but also indicators of professionalization of teaching.

Era um sonho desde crian��a : a representa����o social da doc��ncia para os professores do munic��pio de Queimadas-PB

The objective of this work was to access and understand the teaching social representation (MOSCOVICI, 2005) for the teachers of the children education and fundamental education at Queimadas city, Para��ba. We assume that one representation that allows the teacher to name its profession and to act on it, is a derivative of regularities that are expressed by means of a habitus (BOURDIEU, 1983a), generative matrix of perception and action. This teaching habitus is originated from the experiences and the trajectories of social and professional life of the group. Therefore, from some variables, we tried to access the profile of the group of teachers studied and to get closer of their life style to understand their profession choice and the teaching social representation for this group. In this research, it was used four data sources: a) the questionnaires of characterization; b) the questionnaires of practices and meanings; c) the experience reports and; d) the interviews in depth. The analysis of the data collected was done by means of the simple statistics (frequency), the intersection of variables through cross tables and, the thematic analysis of the contents. The results show that there is a lightly homogeneous group in terms of its social origin and its life style, moreover, they conduct to an overlap between this origin/style and the professional choice. On the other hand, the teacher representation is multi-dimensional such that, all dimensions intercept and articulate with each other to provide a concise teacher representation. They are four dimensions: love and care, help and donation, teaching and learning and, sacrifice and hope. The elements of the teacher representation are substantiated in the schemes of perception and appreciation of the group, in the regularities and life experiences in the context of religion, family, gender and profession. In these regularities we find the elements that comprise the teaching habitus which drives perception and action, representation and daily practice of these teachers. The teaching social representation is still perceived as a threshold for the professional identity of the group of teachers considered. We also observed that there are signs of changes in the practices used by these professionals since they graduate from the course of pedagogy. However, it is not possible to say that these changes are isolated or they lead to a transformation in the teaching habitus or the teaching social representation

Alfabetizar letrando: investiga����o-a����o fundada nas necessidades de forma����o docente

The accomplished researches in the education field focus on the importance of the accomplishment of actions involved in the analysis of the needs to graduate teachers as a way to adequate to socialcultural changing that require more and more a creative activity to prepare teachers in their graduation perspective. The worry with a fail at school linked to public school students lead us to make this thesis which goals are: investigate the needs of the graduation of teachers at public Elementary Schools concerning to the subjacent knowledge to the development of a pedagogic practice of alphabetizing with literacy and (re)create, with some teachers as active participants in the researches, knowledge regarding the process of alphabetization with literacy , based on the graduation of teachers. The study was accomplished in a municipal Elementary School in the Cear��-Mirim city, located in the state of Rio Grande do Norte, which offers both I and II levels of the Elementary School, 7 teachers and the principal of the school were subjects of our researches. The starting point was the needs of the graduation as subject phenomena, socially created and that allow people to be aware of the goals of a graduation. The investigative broach is qualitative, whose fundamental purpose is the understanding of the meanings, symbols, values and intentions of the mankind actions, as regards to other humanbeing and the contexts in which they interact. Within this context, we chose the investigation-action for we consider this kind of research a place for investigation and professional graduation, in which teachers and the researcher herself assume responsibility of problematizing, build the needs of graduation and think about their practices. As proceedings to create and analyze data, we developed participant observations during the activities in classroom; semi-structured interviews (individual and in groups) with teachers and the principal; analysis of documents and meetings at school for reflexive studies that enabled us to gather data in a pyramidal panoramic view and analyze the contents. The research revealed that the analysis of necessities to graduate teachers is a resource able to contribute to the planning of projects of keeping on graduating more properly, and thus create a critical and reflexive identity for teachers. This way, it was possible the graduation necessities could be revealed and also the knowledge of teachers as regards to alphabetization inserted in a perspective of literacy. Nowadays, conceptualized needs upon difficulties of teachers, there is a tendency to translate them into theorization of problems, without application to these knowledge of teachers, as well as their wishes for changing, especially when those needs are built to analyze and consider concrete practices. Therefore, the graduation experiences have enabled the abandon of a mechanical broach for teaching reading and writing. It has also lead teachers to assume a posture of providing their students the understanding about the reading and writing processes and their functions as social instruments. The graduation theme contents allowed the knowledge to conceive reading and writing in new perspectives, according to their social functions, so that they can improve the education with literacy quality. This theoretical construction has enabled us to understand and consider the necessities of the graduation as progressive process, and has given us the possibility of re-think our own learning processes at the university and review the pedagogical practices of public school teachers. Our conclusion is that once teachers consider their own graduation needs, it contributes to change their concepts and practices in education and literacy, even though there used to be many difficulties in their graduation and organization of the pedagogical work

Itiner��rios e marcas na forma����o do sujeito formador: reflex��es acerca de um caminho na educa����o matem��tica

This Study inserts in Mathematical Education & Education that search to investigate the (self) formation of formers that gets graduation e pass to graduate others that get graduation and are formers in Mathematical Education. This Is a qualitative search in a perspective from search-formation.The work is formed of four topics. First topic talks about : The self-formation of formers. Second topic: at way of suppositions theorical-methodological from search. Third topic tells over: The life of a former life. Fouth topic A Station called Ubiratan D��Ambrosio created in his reverence and for build all the Knowledge��s Corpus developed by his studies and searches. It��s in sense of come and go from knowledge created at action by mankind to get finality of Transcendency and Survive. Look for to investigate aspects of academical, professional and personal life where are translated in language, thinking and practices oriented for one know-how holistical and transdiciplined in a reflexion, search and the critical it constitute to be a Professor, Teacher, Searcher and Etnomathematic that confered him the merit in 2005 the Prize F��lix Klein, that declared Valente (2007), maximum distinction that can receive someone from Mathematical Education. The results point that the narratives of life��s stories are prominences to one re-direction of teach practical in formation��s courses of Mathematical teachers, opening spaces for what the teachers and particularly of Mathematical thinking and take position about your process of formation to be Formers. The Study also given possibilities to propose fourteen stoppages in Station that are beginnings with direction that emerge from studies and searches about the trajectory of life of Professor Ubiratan D��Ambrosio in perspective of re-signify the formative process in education and Mathematical Education

Saberes pedag��gicos/comunicacionais, pesquisa/forma����o: reflex��es sobre as experi��ncias formativas das professoras online

The thesis, entitled, Pedagogical/comunication knowledge, research/formation: Reflections on the formative experiences of teachers online , developed dialogues on the pedagogical/communication knowledge, research-formation and the formative experiences of teachers online, for the purpose of understanding how pedagogical/communication knowledge is establishing/established from the formative experience of teachers online. For this reason we began with the following question: how does pedagogical/communication knowledge become estabilishing/established beginning with the formative experience of teachers online? The methodological approach for the selected research was research/formation, based on Ethnoresearch of critical formation. This became a rich route for reflections on pedagogical/communication knowledge and formative experiences, making a contribution for formation and autoformation of the teacher/researcher and the teachers online. This provided moments of formation, of reflection-in-action and on the action, potentialized/structured the process of comprehending, analyzing, interpreting, reflecting on the formative experiences and contributing for reflections on pedagogical/communication knowledge of the teacher online. The theoretical referential dialogue was based on concepts such as: education online, interactivity Silva (2002), Santos (2005), Moran (2003), teaching, Veiga (2005), Pimenta (2002), Freire (2005), Tardif (2002), teaching online Sacramento (2006), teaching knowledge Tardif (2002), Charlot (2000), Porl��n (1997), Garc��a (1992), Freire (2005), Ethnoresearch-formation Macedo (2000), formation Macedo (2010), Josso (2010). The discoveries revealed that the pedagogical/communication knowledged becomes establishing/established beginning with formative experience of the teachers online, from the emergency of a collective communicative dialogue, structuring and potentialized by the experiences of the context online, from the didactic pedagogical/communicational organization online, of the research, of the relation created by the expertise and the presents itself along the itinerary of the family , the school, academic and professional. From this we can conclude that of knowledge and plural experiences, which became broken down because they are parts that relate themselves with other parts, which become united in one whole, the singular/plural, the local/global, the text and the context, agregating principles a pedagogical- communication perspective that orients :the dialogue, the interactivity, the hypertextuality, themultivocallity, formative dispositions, formative experiences all of wich makes for the possibilities for researdh and the training of professors and teachers who accept their point of departure and enddind points as pedagogy and experience

Forma����o e viv��ncias: a representa����o social do ser professor em comunidades ribeirinhas do Vale do Juru�� Acre

Being a teacher is a challenging task, driving action strategies that mobilize technical dimensions of being / doing teaching, but also affection. This research was conducted with teachers / students of the Special Program of formation for Teachers of Basic Education agricultural zone (PROFIR) developed by the Federal University of Acre in partnership with the State Department of Education (SEE) and City Halls of the region; locus typically Amazon and, in this research, comprises five municipalities in the Valley of Juru�� - Acre. Northern Brazil. It Aims to capture the social representation of being a teacher in riverside communities. We performed this study from the Theory of Social Representations (MOSCOVICI, 1978, 1990, 2005a, 2005b, 2009, 2011) and (JODELET, 2001), from discussions on teacher formation (LDB No. 9394 of 1996). Work, among others, (TARDIF, 2004), (TARDIF; LESSARD, 2007), (N��VOA, 1992, 1999), (ARROYO, 2007). We used as a methodological strategy, the multiple classification procedure (PCM), which is organized in two steps: Free Classification and Directed Classification, as well as semi-structured interviews, involving, thus, 137 teachers surveyed. For the analysis of the data, we appealed to software SPSS, version 13.0 for Windows, mapping the elements of the representational content through Multidimensional Analysis (MSA and SSA). Through the different strategies of analysis, we identified from the Free Classification, the regionalization: Beyond forest, teaching Attributes and Mobilized Attributes. With data of the Directed Classification, the analysis was based on the Theory of Facets (BILSKY, 2003) and (BUSCHINI, 2005) and we found: Reference of teacher; Negative Dimension and affective and technicians attributes. Finally, with the Analysis of Content (BARDIN, 2004) e (FRANK, 2005) and of the interviews the categories we found the categories: Urban relation versus agricultural, Knowledge in construction and possible bets. The report of the experiences along the edge of the rivers, in these different methodological strategies and of analysis, demonstrates the existence of symbolic and representational elements that influence and guide the educational conduct and actions of these teachers and that they are deeply anchored and objectified in technical and affective elements of the making teacher. They daily live deeply the concreteness of the Amazonian realism redesigning the Real and the symbolic one as a way to understand themselves as a teacher in adversity of this context. We also observed the historical, social and cultural local marks, framing, thus, the collective personality and generating its guides of action

Memorial de forma����o: um dispositivo de pesquisa a����o - forma����o

La recherche prend comme point de d��part la dimension formative du m��moire de formation, consider��e comme constitutive de l����criture de soi, et cherche �� probl��matiser cette dimension au tour du questionnement suivant: Comment le m��moire de formation devient-il un instrument de recherche-action-formation? Les analyses s��appuient sur les principes th��oriques du paradigme anthropoformateur, propos�� par Pineau (2005), les ��tudes r��alis��es par Passeggi (2006��, 2006b, 2007, 2008��, 2008b) sur les m��moires, les travaux de recherche de N��voa (1988, 1995), de Josso (2004), de Souza (2006) et de Fontana (2000), qui con��oivent la forma����o du point de vue de l�� apprenant. L��univers de la recherche s��est circonscrit �� la situation de formation des ��ducateurs de la zone rurale, ��tudiants en P��dagogie dans le PROFORMA����O (CAMEAM), �� l��Univerist�� de l��Etat du Rio Grande du Nord (UERN), pendant le second semestre de 2005. La recherche a crois�� dif��rents types de d��marche pour recueillir les donn��es empiriques: l��observation du processus d����laboration des m��moires; un questionnaire; des entretiens informels avec les enseignants en formation et avec les formateurs; et 09 m��moires, ��crits par les participants de la recherche. Les analyses des donn��es empiriques montrent que l����criture des m��moires, en tant que d��marche de recherche-action-formation, r��velent que la dimension formative se d��double en d��autres dimensions: etnosociologique, heuristique, herm��neutique, social et afective, autopoi��tique et politique. Dans la qu��te de soi (recherche), mise en oeuvre dans et par l����criture (action), chaque narrateur construit de nouveaux sens �� la vie et (re)signifient les repr��sentations de soi (formation). Les r��sultats confirment la richesse et les potentialit��s du m��moire, m��me dans des conditions non ideal, ce qui permet d��affirmer as valeur travail acad��mique important dans la formation des enseignants

Em que contextos aprenderam a ensinar os professores que propiciam aprendizagens pertinente �� alfabetiza����o?

Coordena����o de Aperfei��oamento de Pessoal de N��vel Superior

Corporeidade e forma����o docente: cen��rio geogr��fico das hist��rias de vida

L ��tude vient de pr��senter la recherche qui a eu lieu pendent la formation des professeurs d l'Institut d'Enseignement Sup��rieur Pr��sident Kennedy �� Natal-RN, dont les sujets son les professeurs de la septi��me p��riode du Cours Normal Sup��rieur. L objet d����tude sont les pratiques formatives de ces professeurs en formation par des difficult��s qui ils pr��sentaient pour comprendre les relations entre les domaines de connaissance le l interface avec les exp��riences, et le processus de formation. L objectif a ��te identifier dans l exp��riences ludopo��thiques, les lieus de construction de l autoterritorialit�� des professeus en tant qu en formation. Parmi les pressupos��s th��oriques qui ont soutenu le d��veloppement de la recherche comprennent: Enseignement Humain ; Corps-espace; Corpor��it��; Auto-formation et Transdisciplinarit��. L'approche de la recherche qualitative adopte les principes de la rechercheaction- formation, dans une perspective etnophenomenologique. La discipline Memorial de Forma����o avec l'utilisation de jeu de sable,a ��t�� le laboratoire des exp��riences, l outil de la recherche qui a subventionn�� la construction des narratives autobiographiques. La perspective transdisciplinaire sur l'��tude a rassembl�� dans la dimension ��pist��mologique les r��f��rences th��oriques de la G��ographie, de la corpor��it��. et des histoires de vie dans la formation. L'Atelier Corps (Bio) G��ographique a ��t�� d��velopp�� par cinq rencontres: Paysage du Sensible, Lieu de Sentipensar, Territoires des D��couvertes, R��gion des Savoirs et de l'Espace G��ographique de la Ecoforma����o. Les exp��riences v��cues dans l'Atelier par les participants de la recherche ont permis une sensible et attentive ��coute sur leur propre histoire, en donnant la possibilit�� de la reconstruction de la m��moire, et en faisant r��fl��chir sur son l'auto-formation. La d��couverte des cartes et la construction d un nouveau paysage autoformatif par les memoires ludiques des diff��rentes phases de la vie, a fait appara��tre la propri��t�� ludopo��tique de l autoterriotalit��, au m��me temps qui a enr��gistr�� la construction ontologique dans sa corpor��it��

An��lise de necessidades de forma����o: uma pr��tica reveladora de objetivos da forma����o docente

In recent years, in Brazil, researches in the area of education have been focused on the study of the necessities of formation, by the practice of necessity analysis, to subside the continued teacher formation programs. This research on the necessity of the formation of literacy teachers in the initial years of primary education originated in our discussions in academia, regarding the issues of retention and evasion related to basic literacy teaching in Brazilian public schools. We defined as a goal: to know the necessities of the formation of literacy teachers from Odila Leite Municipal Elementary School, Natal/RN, which focuses on the literacy teaching on that level of education and in Adult and Youth Education. The object is the necessities in these teachers formation. The thesis is that the literacy teacher reveals/constructs formation necessities when speaking of her practice, when exerting said practice or even when producing teaching materials which subside that practice; in other words, when making the theoretical/practical relation related to literacy teaching. The approach is qualitative, according to which the natural environment is the source for data collection; the focus of interest is the process of knowledge construction, and fundamental importance is given to the meanings constructed by the subjects. We comprehended that necessity is a socially constructed subjective phenomenon, and that necessity analysis allows the revelation of formation objectives. We used the case study as a methodological strategy which permits: studying a well-defined entity, [ ] as well as an academic institution; the global comprehension of the phenomenon of interest; discovering what is most essential and characteristic in the object. We counted with 17 teachers, 3 of which had their teaching practices observed. We observed the school routine, analyzed the main class documents and plans and interviewed the 17 teachers. We triangulated the data obtained by the routine observation, the observation of the three teachers practices and by the document analysis, next, we triangulated this data with the data from the analyzing the interviews with the 17 teachers. Such procedures reveal formation necessities in those teachers , such as: studying child cognitive development; reviewing the concepts of literacy teaching; reviewing fundaments of written language psychogenesis; reflecting on reading practices and literature; reflecting on the practice of daily planning; reflecting on the school s material conditions and the family/school relation. We concluded that researches of this nature contribute to the orientation of teacher formation programs

O est��gio supervisionado como contexto de forma����o docente espec��fica para educa����o infantil: o que dizem os formandos sobre suas aprendizagens?

Kindergarten teachers training gains the spotlight with the passing of Law number 9.394/96 (Guidelines and Basis Law) that defines this segment as the initial step of basic education, with pedagogical function. In this spectrum, the discussion about teacher training unravels to ensure social quality to education as well as the teacher s specificities towards child singularities. Adding to that, the growing propagation of Pedagogy in an undergraduate level, given that such course has been continually transformed by the National Curriculum Guidelines for Pedagogy (2006), highlighting the addition of curriculum components that are specific to upbringing. The complex debate circa kindergarten teachers training has advancements and hardships that need to be unveiled in order to improve both formation and social quality of education in the 0- 5 years old range. This investigation inserts itself in said context and aims to analyze which knowledge, specific to kindergarten teaching are constructed, according to undergraduate trainees, in Pedagogy s supervised internship. The study was conducted alongside the discipline: Supervised Internship in Child Education ministered by the Advanced Campus of Rio Grande do Norte s State University s in the municipality of Patu-RN (CAP-UERN-Patu) and was conducted through 2012 by accompanying four undergraduate interns. We first assumed that the development of teaching knowledge is a complex process of appropriation of cultural-social practices and is symbolically mediated by interactions that occur in the formation context, and the supervised internship can be understood as a space for the articulation and enlargement of theoretical and practical knowledge, directly related to the specificities of child education. The theoretical-methodological foundation was based upon the historiccultural approach of L. S. Vygotsky and M. Bakhtin s dialogism on human sciences research, as well as his postulates on learning and developmental processes, conceived as both essentially social and discursive. The investigation approached the principles of the qualitative perspective and to the construction and analysis of data, involved documental analysis and, specially, semi-structured interviews, both individual and collective, whose fundamental premise was the production-comprehension of meanings in a dialogical perspective. The participants texts/speeches produced a synthesis that points to the occurrence, within the supervised internship at CAP/UERN, of internalization/appropriation processes and, as such, of formulation of meanings that are pertinent to child education: child, childhood, kindergarten and teacher signification and this stage s specific teaching knowledge. It stood out that the internship, alongside other curriculum components, is, in fact, one of the primeval formation environment for the teachers, in which the interns interact with their colleagues, supervisor professor, collaborator professor, and of course, the children to construct their erudition. Such interactions allow the undergraduate interns to develop attitudes and procedures to reflect on what they know, what they ve done and what they can achieve. We have concluded that the undergraduate internship can constitute itself as an articulatorconsolidator environment in the future teacher s formation process and, since well oriented, can provide the effective initiation, not only to the practice, but to the praxis as a movement of non dissociability between theory and practice