Supervised internship in geography: teacher´s identity subjectivation in virtual learning environment

Abstract

This study addresses a development experience of the Supervised Internship project in the Degree in Geography of the State University of São Paulo (Unicamp). The objective of this research is to describe the strategies used in the process of subjectivation of teacher identity, involving the provision of didactic material in various media, performing activities, writing narratives and the use of collaborative tools in a Virtual Learning Environment (AVA). The work has an ethnographic and netnographic methodological approach, characterized by the authors' participation in the physical and virtual environment of the project for a period of two semesters and by the data collection directly in the virtual environment. The results indicate that the proposal of a stage allied to the use of digital technologies of information and communication - TDIC - was an opportunity for the reflection on the teaching identity, since the pedagogical proposal sought to articulate in a more Proficient academic knowledge to the knowledge produced in school from the use of new pedagogical strategies in cyberspace.