Formação pedagógica nos programas de pós-graduação stricto sensu da Unioeste/campus Cascavel-PR: um estudo sobre o estágio de docência.

Abstract

The Teaching Internship can be an integral part of graduate education and aims to prepare students for university teaching, while also contributing to the qualification of undergraduate education. It is mandatory for all fellows of the Social Demand Program, thus regulating CAPES. Given this context, some questions prompted us to conduct the study on this theme. The research sought to understand how has been the operationalization of the Teaching Internship in Unioeste stricto sensu programs and unveil the conception of teaching that they adopt. From this perspective, we sought to know qualitatively the institutional organization of the teaching internship in Unioeste's stricto sensu programs; understand the formative impact of the teaching stage from the perception of the graduate students of the institution; to know the students' difficulties to accomplish the internship and to promote discussions that can increase the actions performed in the internship and to give pedagogical support to the practices from the understandings established by the research. The study is characterized as bibliographic and field research. The researched subjects were the postgraduate students of the Stricto sensu Graduate Programs of Unioeste / campus of Cascavel - PR, who experienced the teaching internship in 2015, 2016 and 2017 and were consulted through questionnaires. The data produced from the sixty questionnaires were systematized and analyzed through the content analysis of Bardin (2011). Still, the data were analyzed in the light of the conceptions of university teaching and the formation of the teacher of Higher Education; the teaching knowledge necessary for educational practice; stricto sensu Postgraduate Studies and the pedagogical training of university professors and, consequently, the teaching stage as a time and space for postgraduate education, in view of what has been discussed by Masetto (2003), Nóvoa (2010), Zabalza (2014), Tardif (2012), Cunha (2010), Pimenta and Almeida (2014) among others. The results allow us to consider that the Teaching Internship in the Postgraduate Programs at Unioeste proved to be a significant and formative experience, however, they have weaknesses regarding the structuring, organization and consolidation that makes it a space for meaningful learning for teaching. that is, it is not possible to conceive of this internship moment as an effective pedagogical formation.