Meaning the experience: self-analysis of three beginning teachers in the Supervised Practice

Abstract

This work in form of reflexive report aims to present the professional experience of three teacher advisor in their firts contact with Compulsory Supervised Practice in Letters and Mathematics courses at Universidade Federal da Grande Dourados (UFGD). Through the production of the reflexive report, which is going to work as a self-analysis mechanism, we intend to assign meanings to the experiences we lived between 2016 and 2017. For this, in the first moment, we are going to present some information about the teachers advisors and their first impressions about the Supervised Practice. After this, the paths taken by these professionals in the attempt of construction of an initial formation intermediated by the Supervised Practice are indicated. With this, we expect to deepen the dialogical relation between theory, practice and reflection on practice in the curricular component we conduct, providing improvement both for the future teachers initial formation and a close relation between university and basic education. We verified that Mandatory Supervised Practice involves structural and pedagogical factors that influence its development, among them are: the gap between the school calendar of basic education and the university one, the number of trainees per teacher advisor, the profile of the trainees, especially those of night courses. Reflecting on our practices, supported by theories that underlie this reflection, leads us to attribute meaning to our actions and consequently to seek changes when necessary.