Escola laboratório?: um estudo sobre as práticas de estágio no Colégio de Aplicação da UFS (1968-1988)

Abstract

This study examines the internship practices carried out at the Colégio de Aplicação (Application School) of UFS between 1968 and 1988. Its main objective is to understand the role of the Colégio de Aplicação of the Federal University of Sergipe as a site for internships and/or pedagogical experimentation during this period. In this sense, the following specific objectives were outlined: to investigate the existence and nature of the pedagogical experiments carried out at the Colégio de Aplicação; to analyze the teaching internship practices at the Colégio de Aplicação, highlighting their methods and impacts; to identify and characterize the different models of curricular internships developed, in addition to the teaching internships themselves; to highlight the perceptions and representations of interns and students about their internship experiences at the Colégio de Aplicação. In this context, the research engages with studies related to the configuration of the Application School Model in Brazil, based on discussions such as those of Barros (1988), Sena (1987), Kinpara (1997), and Mafra (2006). In the context of the UFS’s Colégio de Aplicação, this study engages with research by Almeida (2021), Nunes (2008), and Santos (2020). The methodology employed was a literature review and the Oral History methodology (Meihy & Seawright, 2020), combined with documentary research, in dialogue with the concepts of memory (Le Goff, 1990; Pollak, 1989; 1992) and representation (Chartier, 1990). The documentary survey was conducted in the collection of the Research, Documentation and Memory Center of the UFS’s Colégio de Aplicação (CEMDAP); in the Archive of the Center for Education and Human Sciences (CECH); and in the Central Archive of UFS. As a result, it was found that, due to a series of organizational and infrastructural obstacles, the functioning of the UFS’s Colégio de Aplicação was primarily focused on serving as a field for internships and less so as a space for pedagogical experimentation. The attempt to accommodate many interns within the school's limited infrastructure resulted in prioritizing primary and secondary education and teacher training, to the detriment of applied educational research. Regarding the training of education professionals, this study revealed that the internship activities developed at the UFS’s Colégio de Aplicação objectively contributed to the process of constructing the teaching identity of these interns, serving as an ethical and professional reference in subsequent actions as supervising teachers.