THE SUPERVISED STAGE IN A COURSE OF TEACHERS FORMATION, SUCH AS VALUATION OF TEACHING PRACTICE

Abstract

The old course of the Magisterium, after being extinguished, started being offered in the State of Paraná, in the past decade, under the name of Teachers Formation. One reason for the turn was the widespread idea that higher education courses teach a theoretical knowledge, while the courses of Teachers Formation would prepare a practical knowledge. Attention to the practice is upheld in official guiding documents. But attention to the practice ends anchoring it in intuitive or unrelated knowledge of scientific concepts that should be observed. This paper is a case study, or a survey of students and teaching materials of a Teachers Formation course of a city in the State of Paraná. The result demonstrates the disconnection between the guidelines and teaching concepts and teaching activities, whether of supervised stage students, or of responsible teacher for discipline. This ends up serving as student valuation, without attention to the skills that are required of teachers of basic education. It is noticed that stage projects and report cards rely on clichés and standardized actions, accepted by the examiner. Similarly, the lack of language skills of the student is grounds for conceptual errors or inappropriate use of the standard language variant, when required, or the lack of concepts such as textual genre.