EL SIGNIFICADO DE LA ACTIVIDAD PEDAGÓGICA EN LAS PRÁCTICAS CURRICULARES SUPERVISADAS EN INSTITUCIONES NO ESCOLARES

Resumen

In this work we assume as objective to expose the formative movement of students of the Pedagogy course of a public university, located in the northwest region of Paraná. The formative actions reported were developed in the discipline of supervised curricular internship, in which the focus is on the pedagogical performance in non-school spaces. The exposition of the results, as well as the direction of the proposition is based on the Cultural-Historical Theory and the Teaching Orientation Activity, we justify the choice of these references by observing in them, the possibilities of development of the theoretical thought of the teacher and students and, still, through the organization of teaching the teacher becomes aware of the nature and specificity of the pedagogical work. This work was organized in three moments, in which we reveal the comprehension movement of the exposed phenomenon, that is, the movement of teachers' learning made possible by the development of a pedagogical intervention proposal with games for the teaching of mathematical concepts. With this work we hope to enable reflection on the intentional use of teaching resources, especially games. It also reinforces the need for training spaces such as the internship to ensure reflection on the pedagogical performance in school and non-school institutions.