Os saberes prático-poiéticos no contexto do estágio supervisionado: construções e relações

Abstract

n this study, we consider teacher training and the construction of practical-poietic knowledge by Pedagogy undergraduates during the curricular internship as crucial for learning about teaching. Therefore, our general objective is to understand how the constructions and appropriations of practical-poietic knowledge experienced daily by Pedagogy students in the classroom context occur, with a view to building teaching learning in the dimension of the curricular internship. The specific objectives are to map the practical-poietic knowledge constructed by Pedagogy students in the context of daily experiences in the Curricular Internship at the School of Basic Education; describe the constructions and appropriations of practical-poietic knowledge by Pedagogy students, based on daily experiences in the Curricular Internship at the School of Basic Education; analyze how Pedagogy students develop teaching learning from the daily experience of the Curricular Internship at the School of Basic Education, taking into account the construction of practical-poietic knowledge. This study examines the nature of these knowledge, characterized by creativity and innovation, which manifest in everyday pedagogical practice, emphasizing the interaction between theory and practice. Practical-poietic knowledge, emerging spontaneously, demonstrates the intrinsic ability of humans to create and adapt to contingencies. Thus, a qualitative and exploratory research was conducted, using a case study. To produce the data, questionnaires with problem situations were applied to student-interns in the subject Internship II - Elementary School, Initial Years - Regular Education of the Pedagogy course at UESB/Itapetinga, in addition to the focus group. Interviews were also conducted with two internship teachers and the analysis of the Internship Reports of the mentioned students. The content analysis technique was employed to analyze the data. The results show that the curricular internship experience is crucial for the construction of practical-poietic knowledge, emphasizing the importance of reflective practice, creativity, and adaptability in teacher training. These knowledge act as bridges between academic knowledge and the reality of the classroom, preparing future teachers for adaptive, creative teaching aligned with the complexities of contemporary education. We consider that this study reaffirms the relevance of the curricular internship as a primary space for this construction, highlighting the need for pedagogical approaches that value and promote reflective practice and innovation in initial teacher training.