Relatório de atividades de estágio curricular supervisionado I e II

Abstract

The training of teachers is a process structured in several stages, with the objective of preparing future educators theoretically, scientifically, and technically to competently conduct teaching. For Libâneo (2013), this process encompasses the acquisition of knowledge about educational theories, teaching methodologies, the use of educational technologies, and the development of skills that enable the creation of an effective and inclusive learning environment. Still according to Libâneo (2013), teacher training involves two fundamental dimensions: the theoretical-scientific formation, which covers academic specialization in the teacher's areas of expertise combined with pedagogical foundations; and the technical-practical formation, focused on the application of didactics and methodologies that prepare future professionals for educational practice. Nóvoa (2017) reinforces that learning to be a teacher requires methodical and systematic work, with the deepening of three main dimensions: the development of a cultural and scientific life, meaning teachers must maintain contact with science, literature, and art, ensuring an enriching formative dialogue with students; the second is the ethical dimension, essential for conducting teaching practice; and the third is the understanding that the teacher needs to operate in an environment full of unforeseen events. For Libâneo (2013), this preparation is indispensable to ensure quality education and promote the continuous professional development of teachers. During initial training, the future teacher builds their professional identity, which is influenced by various factors and is in constant re-signification. In this context, Block et al. (2015) emphasize that being a teacher is a continuous process of knowledge construction that develops throughout the entire career, requiring updating, reflection, and learning; and through this construction of teaching knowledge, it is possible to empower the teacher to assume an emancipatory professional identity, with a researcher profile, constantly seeking knowledge and overcoming the difficulties that may arise during the teaching and learning process.