THE SUPERVISED CURRICULAR STAGE MANDATORY IN THE COURSE OF PEDAGOGY: INVESTIMENTO NO COLLABORATIVE WORK BETWEEN UNIVERSITY AND SCHOOL

• Grant number: 24/07989-2
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: May 01, 2025
• End date: February 28, 2027
• Field of knowledge: Humanities - Education
• Principal Investigator: Renata Portela Rinaldi
• Grantee: Suzanna Neves Ferreira
• Host Institution: Faculdade de Ciências e Tecnologia (FCT). Universidade Estadual Paulista (UNESP). Campus de Presidente Prudente. Presidente Prudente , SP, Brazil

Abstract

This research project is part of the field of studies on teacher training. It has been developed within the Postgraduate Program in Education, at doctoral level, of the Faculty of Science and Technology of the Universidade Estadual Paulista - Unesp, Presidente Prudente campus, São Paulo, and is part of the research line "Training of education professionals, educational policies and public schools". It seeks to answer two general research questions: To what extent has the Compulsory Supervised Curricular Internship (ECSO) of the degree course in Pedagogy served to support the initial training of future teachers of Early Childhood Education and the initial years of Primary School for professional practice? What are the contributions and challenges to establishing collaborative dialog and building effective partnerships between universities and public schools to transform initial teacher training? The general objective was to systematically understand and analyze the development of the Compulsory Supervised Curricular Internship in the Pedagogy course at Unesp, Presidente Prudente campus, identifying how dialogue and formative work are established between the university and the school in favor of training new teachers to work in Early Childhood Education and the initial years of Elementary School in the face of the challenges in the post-Covid-19 pandemic scenario. This research is based on the epistemological and methodological principles of the qualitative research approach and is anchored in narrative research for the production of data using the following devices: conversation circles, narrative interviews and the researcher's field diary. The context in which the study will be carried out is the Unesp campus in Presidente Prudente, specifically the Pedagogy course. Students taking the ECSO in 2024 and 2025 will be invited to take part in the study. The analytical procedure for the data produced is guided by interpretative-comprehensive analysis (Souza, 2014). The main results are expected to be the identification of problems and weaknesses in the partnership process between the university and the school for the realization of the ECSO and to contribute to the construction of effective partnerships between the institutions from a perspective of collaborative work in initial teacher training.