O ESTÁGIO CURRICULAR COMO MEDIADOR NO DESENVOLVIMENTO DA GESTÃO DE SALA DE AULA NA EDUCAÇÃO INFANTIL

Abstract

This study focuses on the curricular stage and its mediator character for the construction of competences linked to classroom management in early childhood education. The qualitative research is based on Pimenta and Lima (2004), Zabalza (2014), Tardif (2010) and presents as general objective, to identify how the curricular internship can mediate the development of classroom management skills during the initial training of teachers The results demonstrate the identification of different conceptions and forms of organization of the curricular stage, there are models that dichotomize theory and practice, others assume the perspective of knowledge mediation and articulation. In the specificity of classroom management it points out the necessary teacher sensitivity to build relationships with the different students and with the colleagues of profession, emphasizing the transmission and management as extremely important functions, reason why the school is organized aiming to promote the convergence of these papers consumed by the teacher. To conclude, he considers that classroom management in early childhood education can present itself in initial formation, at first sight as a great challenge, but can be faced in the context of formation from the approach to the reality of the professional environment. This confrontation must take place at an early stage in the initial formation, through the stage, which should act as a mediator to build solid foundations of principles and skills linked to classroom management, extends to continuing training in the exercise of the profession, where the principles and skills sown and watered during the probationary period will be consummated, strengthened, reinvented, in a cycle of learning and unfinished.