THE USE OF CLASS DIARIES AS A REFLECTIVE TOOL IN PEDAGOGIST TRAINING

Abstract

This work is the result of experience in the subject of Teaching Practice in Elementary Schools, taught in the Pedagogy course at the Pontifical Catholic University of Rio de Janeiro. It is understood that the internship a period of learning to teach and a place of transition, between training and the profession (Tardif, 2001), being fundamental in the way we become teachers (Nóvoa, 2019). The discipline used class diaries (Zabalza, 2004) as an instrument for observation, analysis and recording of routines in educational spaces, where the internship practice was developed and included the weekly time lived in the Educational Institutions, the notes (diaries) made by the students and the sharing that took place in Supervision classes. The diaries were written from the perspective of the narrative methodological approach (Josso, 2010), in dialogue with the classes observed and the school time of each intern. From the report of two students, in the light of theory and records from their diaries, it can be recognized that the practice of internships, aided by the tool of diaries, had a great formative value, especially with regard to the reflective exercise on dilemmas and understanding references to face such contexts that permeate pedagogical practice.