Programa Bolsa Estágio Formação Docente: a concepção de estágio não obrigatório e o papel dos atores na política capixaba

Abstract

The intra-curricular internship program is an advanced component of the university teaching training as it allows the graduate student into the professional reality of a teacher’s life, being a component, which is considered a foremost point whether it appears in compulsory or not compulsory form. Although there are no records of research publications aimed at the nonobligatory internships until now and those that deal with the mandatory internships represent less than 1% of the total researches mapped, these findings justified the importance of a study about this issue. Given this the aim of this dissertation is to analyze the intra-curricular internship program as a state policy focused on the non-compulsory form at the onset of the university teaching training, at the same time, problematizing the potentialities and gaps in the course of the teaching abilities development, considering the theory-practice integration. The analyzes were based on the main references which highlighted the issues of teacher training and its challenges as well the acquirement of teaching skills through intra-curricular internship programs. The program under analysis was created back in 2010 by the State Education Department of Espirito Santo. The starting point was the assumption that these nine-years long educational policy would be a potential opportunity of professional growth for the future teachers, through the activities experienced in the non-compulsory internship. According to official documents the internship program foundation was related to a broader context of initial teaching training policies, and regards to the Espirito Santo state scenario, it was found evidences of weakness in the program curriculum as show by the studies carried out in 2009 by the Carlos Chagas Foundation. Methodologically, this research is aligned with the qualitative approach which is guided by the policy cycle of bibliographical and documentary analysis, as well as the content analysis of interviews selected using the snowball technique and conducted in 2017 with managers and trainers involved in the program. The documents analysis pointed that the basic assumptions of the Program, as set out in its founding documents, demonstrate alignment with the main academic discussions and current legislation, which views the internship program as an potential educational act of integration between theory and practice in teaching education, considering their insertion in the professional field. The main purpose of internship program is to contribute in the initial training through such integration, and the analyzed documents prescribe an active role of the actors involved. In general, the analyzes carried out in this study indicate that there is a reality distance between what is foreseen in the program foundational documents and what is actually done. Among the main potentialities found in the program there is the opportunity of having an experience closer to the teacher’s reality with a remuneration provided by a scholarship. Whereas there were significant gaps in the program policies, it was also found a lack of involvement by the training institutions and a non-existent follow-up for the activities carried out during the internship. Herewith, there is this undermine tendency to the theorypractice integration and the acquirement of professional teaching skills, given the partnership fragility between the main training institutions (universities and schools).