Papel do diário de campo reflexivo na formação docente

Ivo Batista Conde; Livia Maria Galdino Pereira; Ito Liberato Barroso Neto; Jones Baroni Ferreira Menezes; Lydia Dayanne Maia Pantoja; Germana Costa Paixão

doi:10.34624/id.v12i5.23427

Authors

Ivo Batista Conde Universidade Aberta do Brasil/ Universidade Estadual do Ceará http://orcid.org/0000-0001-6481-8598 (unauthenticated)
Livia Maria Galdino Pereira Universidade Aberta do Brasil/ Universidade Estadual do Ceará
Ito Liberato Barroso Neto Universidade Aberta do Brasil/ Universidade Estadual do Ceará
Jones Baroni Ferreira Menezes Universidade Aberta do Brasil/ Universidade Estadual do Ceará http://orcid.org/0000-0002-9193-3994 (unauthenticated)
Lydia Dayanne Maia Pantoja Universidade Aberta do Brasil/ Universidade Estadual do Ceará https://orcid.org/0000-0002-4446-7230 (unauthenticated)
Germana Costa Paixão Universidade Aberta do Brasil/ Universidade Estadual do Ceará https://orcid.org/0000-0003-3232-8863 (unauthenticated)

DOI:

https://doi.org/10.34624/id.v12i5.23427

Keywords:

Graduation, Supervised internship, Reflective Field Diary

Abstract

Initial teacher education has been a frequent subject of research. And one of the widely discussed ideas refers to the constitution of the reflective teacher. In this context, this article aims to understand the teaching practice related to the discipline of Supervised Internship in High School II, taking as a starting point the Reflective Field Diaries built by students of a degree course in a Distance Learning Biological Sciences Degree program. To develop the comprehension of the internship experience, 12 documents were considered and for the appreciation of the narratives presented, the technique of Content Analysis was used. It was found that the documentation in diaries positively affected the reflections and actions related to the office of being a teacher of trainee students.