Resumo

CYRINO, Marina  e  SOUZA NETO, Samuel de. University-school partnership in pre-service teacher: a constitution of the process. Rev. Diálogo Educ. [online]. 2017, vol.17, n.52, pp.661-682.  Epub 02-Mar-2020. ISSN 1981-416X.  https://doi.org/10.7213/1981-416x.17.052.ao07.

Current paper analyzes pre-service teacher training in the Education program, focusing the university-school partnership. The aim was to identify the commitment of scholar institution in initial teacher education and; to demonstrate the possibilities of a partnership constitution process. The longitudinal qualitative research (2010-2015), with data of two researches (master and doctorate) took place at Unesp/Rio Claro. We have collaboration of six primary schools, school teachers, a school principal, pedagogical-coordinators of schools and the pre-service Supervisor (university professor). Data collection was performed in two phases that comprised: 1) observation and individuals semi-structured interviews; 2) focus groups. We organized the data in two axes: 1) the school commitment in initial teacher education; 2) the partnership constitution process. We perceived the partnership constitution movement between university and school, as well as the needs of each institution. We verified that the school is open and to student-teaches, request the partnership with university, but they are not formally included in the process. Thus, there is a transition between the service partnership and reciprocity partnership. Therefore, we created two formation devices, including school and university formally in student teacher accompaniment process. These devices can contribute for teacher professionalization, because they offer formal, intentional, systematized roles to formation actors.

Palavras-chave : Initial teacher training; Teacher professionalization; Pre-service teacher training; Pedagogy course.

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