Uma narrativa formativa sobre a construção da identidade docente no estágio supervisionado do curso de pedagogia da UEA em tempos de pandemia

Abstract

This study addresses the academic narratives experienced during the supervised internship at supervised internship at the Amazonas State University (UEA) in times of pandemic and how this influenced the construction of teaching identity in the pedagogy course at UEA. The Supervised Internship at UEA is part of the curricular components of the course based on CNE/CP Resolution No. 1, of 15/05/2006. Currently, the Supervised Internship complies with CNE/CP Resolution No. 1, of May 15, 2006, with CNE/CP Resolution No. 02, of July 1, 2015 and Resolution No. 14/2019, CONSUNIV/UEA. The internship is one of the key stages in which the teacher-pedagogue in training has the opportunity for contact and experience with their area of work, which influences the construction of their teaching identity. The theoretical contributions that dialogued with the research were Pimenta and Lima (2017), Pimenta, Pinto and Severo (2021), Nóvoa (2022), Passegi, Souza and Vicentini (2011) Souza and Meireles (2018), Araújo and Martins (2020), Goodson (2019). The overall aim of this research is to understand the process of building a teaching identity on the Pedagogy course at UEA, in the supervised internship in times of pandemic. The methodology is structured as qualitative research in education, developed using the narrative method, based on the supervised internship reports, field notebooks and pedagogical experiences. We experienced the supervised internship in three (3) distinct stages: the first being the classes and participation in the school. participation in the school, which were carried out through the "Eba! Let's play!" project. This project was carried out through a partnership between Manaus City Hall and the Amazonas State Government. This project was carried out through a partnership between Manaus City Hall and the Amazonas State Government. remote format, in which participation in the school took place through observation and intervention in the WhatsApp group formed by teachers and students; and the third and last, which was carried out in person at the school. at the school. The results showed that the Supervised Internship had significant influences on the process of building the teacher-pedagogue in training, These influences continue to the present day and have had an impact on his professional performance. Keywords: supervised internship; formative narrative; teacher identity; pedagogy.