Estágio curricular supervisionado: o papel do professor regente da educação básica na formação inicial em Educação Física

Abstract

The Supervised Curricular Training (SCT) is a compulsory curriculum component, provided by law and fundamental feature in teacher training courses. It is a time to approach with the school reality, establishing relationships and actions that will contribute to their teaching training. Among these relationships, we emphasize the connection to the classroom teacher at the school where the scholar will hold its practices. Thus, this study aimed to examine in the perspective of the classroom teacher of Physical Education, Elementary Education, which is their role in the initial training of trainees. The methodological proceeding chosen was a qualitative approach, being that the data collection was performed in two stages: the first with the application of a closed questionnaire to twenty-seven teachers of the education network city, state and federal; and the second consists of semi-structured interviews with six teachers regents these networks. Through the analysis and interpretation of data, it is possible to highlight some results, among them, was noticeable that the school teachers, generally, do not accompany the activities, plans and plannings of the trainees, despite reporting be willing to help if called by these; was also found that the regents are not invited to participate of the evaluation of the intern, which demonstrates little interaction between university and school. Therefore, the classroom teacher still does not consider co-trainer of the trainee, a fact that is probably linked to their little or no participation in discussions and decisions about the SCT with the Institution of Higher Education (IHE). Feeling out of the planning, implementation and evaluation of the SCT, the classroom teacher does not feel part of this formation process.