A efetivação do terceiro espaço de formação nos estágios do curso de Licenciatura em Educação Física

Abstract

This thesis discusses about teacher training and the concept of a third training space, with the objective of analyzing the interlocutions between university and school in the daytime course of Licentiate in Physical Education from the concept of a third training space. Of a qualitative nature, it had the participation of 29 people, and was structured in two stages. In the first stage of investigation, using the Snowball technique, nine people participated, three of them interns, three teachers/teachers/supervisors/as of the internship space of the school space and three of the university space, investigated through a semi-structured interview via videoconference. The scripts of individual interviews were about experiences in the ECS, relationships between the school and university space, the concept of a third training space and investigations about how it can be applied in the lived ECS segments. In the second stage, 20 trainees from the daytime course of Degree in Physical Education participated, responding online to the questionnaire, with open and closed questions about perceptions regarding the training process throughout the Degree course, focusing on ECS. As an auxiliary instrument of the investigation process, the field diary was used to record desires, doubts, all reflections and perceptions regarding the investigation procedure. For the organization of the corpus, the software Nvivo was used, and the technique of Discursive Textual Analysis, which occurred in three distinct phases: a) analysis of the interviews with the supervisors of the university; b) analysis of the answers to the trainees' questionnaires; c) analysis of the nine interviews carried out with the ECS supervisors at the university, with the ECS supervisors at the school and with interns. The process resulted in the writing of three articles, which helped to answer the research question: To what extent and in what way do interlocutions occur between university and school in the ECS in the Degree in Physical Education at UFPel? The first article, from the interview of three university supervisors, aimed to signal elements of the third training space perceptible in the ECS in the investigated course. approximations oftheory and practice in ECS demand more discussions and constructions about praxis. It was also evidenced the need for a curriculum capable of tracing a change in the conception based on the dichotomy – school space and university space, for the realization of the third training space presented and made possible with planned actions and articulated purposes from the beginning to the end of the ECS, being suggested the maintenance of communication mechanisms used throughout the pandemic. The second article, based on the questionnaire answered by the 20 trainees, aimed to identify the trainees' perception of the contribution of the ECS in their initial training and preparation for teaching, presenting as main results the importance of of the ECS in the experience and learning of teaching, as well as an opportunity to be in the school environment, discussing theory and practice, both with university and school teachers, emphasizing the ECS as a potential third space for training. And finally, the last article, deepens the analysis of the corpus composed of nine interviews contemplating the interns and the supervisors of the school and university space, having as objective to analyze the effectiveness of the third training space, from the ECS, among the main results are that the structured and qualified initial training within the profession is one of the requirements for theeffectiveness of the third training space in the ECS, added to the continued establishment and organized dialogue between the parties, bringing school and university together in a common space for both, as well as highlighting the importance that the educational institutions, school and university can define and disseminate the roles of supervision, establishing a viable schedule for them/ the university professors are jointly aligned with the execution of the ECS in the school. By analyzing the interlocutions between university and school, the thesis reveals the existence of mechanisms that materialize the presence of the third training space in the ECS, but indicates that for this to be effective in the ECS, a restructuring of the IES is necessary, guaranteeing working conditions that promote training within the profession, structured and continuous spaces for dialogue between the parties involved and a clear definition regarding the roles to be performed mainly by the supervisors of the university and the school. As intermediate considerations, a restructuring of the ECS in the investigated IES is necessary, aiming at the incorporation, maintenance and strengthening of the third training space in its curricular matrices.