Estágio de docência

experiências formativas para o ensino universitário

Abstract

The Teaching Internship is a space for building knowledge, training and exchanging experiences. This article discusses the experiences of postgraduate students during their teaching internship in the Postgraduate Program in Education (POSEDUC). This study aims to identify the contributions of the teaching internship to the process of training postgraduate students in the context of university teaching. The research is qualitative in nature, as it works with the universe of meanings, senses and beliefs to understand a reality that cannot be quantified (Minayo, 2014). It is also bibliographical in nature, as it considers the reading, analysis and interpretation of published material (Gil, 2002). In addition, it is descriptive, as it seeks to accurately describe an observed phenomenon, providing a more detailed view of an object of study (Gil, 2008). In order to record the moments experienced during the internship, it uses the logbook, seen as a tool that enables observation and reflection on teaching practice, favoring a posture of self-criticism and improvement of teaching work (Zabalza, 2004). The conclusion of the studies is that the experiences contributed to the postgraduate student's training in terms of developing pedagogical skills and enabled them to understand the challenges and responsibilities inherent in teaching at university level. It also highlighted the need for postgraduate programs to include the Teaching Internship as a compulsory curricular component, so that everyone can experience this formative moment, which is healthy for the production of knowledge and the construction of professional identity.

Palavras-chave: Docência Universitária; Formação; Identidade docente.