A constituição do eu-docente na formação inicial através dos estágios supervisionados

Abstract

This thesis aims to discuss how students have been formed as teachers from the disciplines of Supervised Traineeship in the Drama- Degree in Universidade Federal de Pelotas - Federal University of Pelotas (UFPel). To do so, it uses as a source of data the analysis of the National Curriculum Guidelines (Diretrizes Curriculares Nacionais) for teacher training and the Course Pedagogical Project and, specifically, twenty-one Traineeship reports produced by students from the first class to graduate in Drama-Degree, who started the course in 2008, and held their traineeships in the period between the second semester of 2010 and 2011. The fundamental theoretical basis for this research are the studies of Michel Foucault and Jorge Larrosa. The latest studies by Michel Foucault, the domain of ethics, which deals with the kinds of subjectivity and technologies of the self, supported the discussion of the constitution of the selfteacher, understanding the discipline of traineeship as a pedagogical device where different practices or technologies of the selfteaching are performed. Studies by Jorge Larrosa concerning moral education in educational practices and the concept of experience in its relation with the subject of human development, were important for the analysis of the traineeship. Based on these theories, three analytical movements were made, which led to some findings in relation to this curricular discipline: the Traineeship shares aspects of moral education as students do not learn specific content from the area, but principles of behavior or procedures; while sharing elements of ethics, because it is a space where the subjects observe, chronicle, express, decode, judge themselves, in order to change their constitution and of their subjectivity. The analysis also showed that the attitude of describing their experiences in the reports, the academics constitute themselves, or, writing itself acts as an element of self-formation of the selfteacher. Finally, we could find different signs of learning in future teachers through the traineeship and the possibility of the experience as principles of human formation, opposite to an instrumental or technical training.