ESTÁGIO SUPERVISIONADO E ENSINO DE FILOSOFIA: COMPREENSÕES A PARTIR DE ENTREVISTAS COM LICENCIANDOS

Fábio Antonio Gabriel; Ana Lúcia Pereira

doi:10.5216/ia.v48i1.72290

SUPERVISED INTERNSHIP AND PHILOSOPHY TEACHING: COMPREHENSION FROM INTERVIEWS WITH PRE-SERVICE TEACHING UNDERGRADUATE STUDENTS

Authors

Fábio Antonio Gabriel Universidade Estadual do Norte do Paraná (UENP), Jacarezinho, Paraná, Brasil, fabioantoniogabriel@gmail.com https://orcid.org/0000-0002-4990-4102
Ana Lúcia Pereira Universidade Estadual de Ponta Grossa (UEPG), Ponta Grossa, Paraná, Brasil, anabaccon@uepg.br https://orcid.org/0000-0003-0970-260X

DOI:

https://doi.org/10.5216/ia.v48i1.72290

Abstract

In this article, the objective was to investigate the perceptions of Philosophy pre-service teaching undergraduate students about the concept of Philosophy, its teaching and the supervised internship. The subjects who participated in the research were 20 students, who, at the time of data collection, were in the fifth semester of Philosophy and had already completed the Supervised Internship I of this course. Data were collected through semi-structured interviews and were organized and analyzed through the Textual Discursive Analysis. With the use of the Atlas Ti software, two categories and five subcategories emerged, related to the undergraduate students’ perception of Philosophy and its teaching. The results point towards a perception of the importance of the supervised internship in the education of the future teacher and that the understanding of Philosophy as a problematizer of existence and not limited to the encyclopedism that restricts philosophical knowledge only to the memorization of philosophical systems is relevant.

Keywords: Supervised Internship; Philosophical Experience; Philosophy Teaching.

Downloads

Download data is not yet available.

Author Biographies

Fábio Antonio Gabriel, Universidade Estadual do Norte do Paraná (UENP), Jacarezinho, Paraná, Brasil, fabioantoniogabriel@gmail.com

Doutor em Educação (2019) e Mestre em Educação (2015) pela Universidade Estadual de Ponta Grossa (UEPG). Desenvolveu estágio-doutoral em Educação também pela UEPG (2020-2021). Professor da Rede Estadual de Paraná da disciplina de Filosofia (SEED PR – NRE de Jacarezinho - Colégio Estadual Rio Branco). Professor contratado do Centro de Letras, Comunicação e Artes do campus Jacarezinho da Universidade Estadual do Norte do Paraná (UENP), atuando na área de Fundamentos e Teorias da Educação.

Ana Lúcia Pereira, Universidade Estadual de Ponta Grossa (UEPG), Ponta Grossa, Paraná, Brasil, anabaccon@uepg.br

Doutora em Ensino de Ciências e Educação Matemática pela Universidade Estadual de Londrina (UEL). Professora Adjunta no Departamento de Matemática e Estatística e nos Programas de Pós-Graduação em Educação e em Ensino de Ciências e Educação Matemática na UEPG.

Downloads

PDF (Português (Brasil))

Published

2023-05-09

How to Cite

GABRIEL, F. A.; PEREIRA, A. L. SUPERVISED INTERNSHIP AND PHILOSOPHY TEACHING: COMPREHENSION FROM INTERVIEWS WITH PRE-SERVICE TEACHING UNDERGRADUATE STUDENTS. Journal Inter-Ação, Goiânia, v. 48, n. 1, p. 167–185, 2023. DOI: 10.5216/ia.v48i1.72290. Disponível em: https://revistas.ufg.br/interacao/article/view/72290. Acesso em: 20 dec. 2024.

Download Citation

Issue

Vol. 48 No. 1 (2023)

Section

Artigos

License

Inter-Ação uses the Creative Commons Attribution 4.0 License for Open Access Journals (Open Archives Initiative - OAI) as the basis for the transfer of rights. Open access means making documents available on the Internet free of charge, so that users can read, download, copy, distribute, print, search, or link to the full text of documents, process them for indexing, use them as input data for software programs, or use them for any other lawful purpose, without financial, legal, or technical barriers.

Authors publishing in this journal agree to the following conditions:

1) Authors retain copyright and grant the journal the right of first publication, with the work simultaneously licensed under the Creative Commons Attribution License, which permits redistribution of the work with attribution and first publication in this journal.

2) Authors are permitted to enter into additional, separate agreements for non-exclusive distribution of the version of the work published in this journal (e.g., for publication in an institutional repository or as a book chapter), with attribution and first publication in this journal.

3) Authors are permitted and encouraged to publish and distribute their work online (e.g. in institutional repositories or on their home page) at any time before or during the editorial process, as this may generate productive changes as well as increase the impact and citation of the published work.