O estágio de docência no processo de construção da identidade profissional de pós-graduandos

The study aimed to understand the potential of the teaching internship in the process of building the professional identity of master's and doctoral students in education, through bibliographic and field research, with a qualitative approach. The main theoretical contributions used were Melo (2018), Pimenta and Anastasiou (2008), Cavalcante (2014), on higher education teacher training and Pimenta and Lima (2017), Nóvoa (2009; 2017), Costa (2014), establishing relationships between internship, teaching and construction of professional identity. As a strategy to get closer to reality, eight stricto sensu graduate students in Education answered questionnaires via google forms. It is concluded that the internship allows the knowledge of the specificities that mark the teaching-learning processes in Higher Education, constituting a conducive space for didactic-pedagogical training for graduate students, since it is developed in a critical-reflective and collaborative perspective between the subjects involved in the process of teaching and learning the profession.El estudio tuvo como objetivo comprender el potencial de la pasantía docente en el proceso de construcción de la identidad profesional de los estudiantes de maestría y doctorado en educación, através de la investigación bibliográfica y de campo, con un enfoque cualitativo. Las principales aportaciones teóricas utilizadas fueron Melo (2018), Pimenta y Anastasiou (2008), Cavalcante (2014), sobre la formación docente de educación superior y Pimenta y Lima (2017), Nóvoa (2009; 2017), Costa (2014), estableciendo relaciones entre prácticas, docencia y construcción de identidad profesional. Como estrategia para acercarse a la realidad, ocho estudiantes de posgrado en educación stricto sensu respondieron cuestionarios mediante el uso de formularios de google. Se concluye que la pasantía permite el conocimiento de las especificidades que marcan los procesos de enseñanza-aprendizaje en la Educación Superior, constituyendo un espacio propicio para la formación didáctico-pedagógica de los estudiantes de posgrado, ya que se desarrolla en una perspectiva crítico-reflexiva y colaborativa entre los sujetos involucrados en el proceso de enseñanza y aprendizaje de la profesión.The study aimed to understand the potential of the teaching internship in the process of building the professional identity of master's and doctoral students in education, through bibliographic and field research, with a qualitative approach. The main theoretical contributions used were Melo (2018), Pimenta and Anastasiou (2008), Cavalcante (2014), on higher education teacher training and Pimenta and Lima (2017), Nóvoa (2009; 2017), Costa (2014), establishing relationships between internship, teaching and construction of professional identity. As a strategy to get closer to reality, eight stricto sensu graduate students in Education answered questionnaires via google forms. It is concluded that the internship allows the knowledge of the specificities that mark the teaching-learning processes in Higher Education, constituting a conducive space for didactic-pedagogical training for graduate students, since it is developed in a critical-reflective and collaborative perspective between the subjects involved in the process of teaching and learning the profession.O estudo visou compreender as potencialidades do estágio de docência no processo de construção da identidade profissional de mestrandos e doutorandos em educação, através de pesquisa bibliográfica e de campo, com abordagem qualitativa. Os principais aportes teóricos utilizados foram Melo (2018), Pimenta e Anastasiou (2008), Cavalcante (2014), sobre formação de professores de Ensino Superior e Pimenta e Lima (2017), Nóvoa (2009; 2017), Costa (2014), estabelecendo relações entre estágio, docência e construção da identidade profissional. Como estratégia de aproximação com a realidade, oito pós-graduandos stricto sensu em Educação responderam questionários via google forms. Conclui-se que o estágio permite o conhecimento das especificidades que marcam os processos de ensino-aprendizagem no Ensino Superior, constituindo-se em espaço propício de formação didático-pedagógica para pós-graduandos, desde que desenvolvido numa perspectiva crítica-reflexiva e colaborativa entre os sujeitos envolvidos no processo de ensinar e aprender a profissão