Banca de DEFESA: ELSON DE SOUZA LEMOS

PRACTICAL-POIETIC KNOWLEDGE IN THE CONTEXT OF SUPERVISED INTERNSHIP: CONSTRUCTIONS AND RELATIONSHIPS

Teaching Knowledge; Curricular stage; Teacher Training; Praxis-poietics. Poiesis.

In this study, we consider teacher training and the construction of practical-poietic knowledge by Pedagogy graduates during the curricular internship as crucial for learning to teach. Therefore, we established as a general objective to understand how the constructions and appropriations of practical-poietic knowledge experienced daily by Pedagogy Course graduates take place in the context of the classroom, with a view to building teaching learning in the dimension of the curricular internship. As specific objectives we have: mapping the practical-poietic knowledge constructed by the Pedagogy course graduates in the context of the daily experiences of the Curricular Internship at the School of Basic Education; describe the construction and appropriation of practical-poietic knowledge by Pedagogy Course graduates based on their daily experience in the Curricular Internship at the School of Basic Education; analyze how Pedagogy Course graduates develop teaching learning based on the daily experience of the Curricular Internship at the School of Basic Education, taking into account the construction of practical-poietic knowledge. This study examines the nature of this knowledge, characterized by creativity and innovation, which manifests itself in everyday pedagogical practice, emphasizing theory-practice interaction. Practical-poietic knowledge, emerging spontaneously, demonstrates the intrinsic capacity of human beings to create and adapt to contingencies. Thus, qualitative and exploratory research was carried out, using a case study. To produce the data, questionnaires with problem situations were applied to intern students of the Stage II discipline - Elementary Education, Initial Years - Regular Education of the Pedagogy course at UESB/Itapetinga, in addition to the focus group. Furthermore, semi-structured interviews were carried out with two internship teachers and the Internship Reports of these students were analyzed.

To analyze the data, the content analysis technique was used. The results show that the curricular internship experience is crucial for the construction of practical-poietic knowledge, emphasizing the importance of reflective practice, creativity and adaptability in teacher training. This knowledge works as bridges between academic knowledge and the reality of the classroom, preparing future teachers for adaptive, creative teaching aligned with the complexities of contemporary education. We consider that this study ratifies the relevance of the curricular internship as a primary space for this construction, highlighting the need for pedagogical approaches that value and promote reflective practice and innovation in initial teacher training.