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O ESTÁGIO SUPERVISIONADO NA FORMAÇÃO CONTINUADA DOCENTE A DISTÂNCIA: DESAFIOS A VENCER E CONSTRUÇÃO DE NOVAS SUBJETIVIDADES
THE SUPERVISED APPRENTICESHIP IN TEACHER FORMATION AT DISTANCE: CHALLENGES TO EXPIRE AND THE CONSTRUCTION OF NEW SUBJECTIVITIES LA PRÁCTICA SUPERVISADA EN LA FORMACIÓN CONTINUADA DOCENTE A DISTANCIA: DESAFÍOS A VENCER Y CONSTRUCCIÓN DE NUEVAS SUBJETIVIDADES Eloiza da Silva Gomes de Oliveira Vera Lúcia Cunha [e-mail] Abstract: The idea that the education in service maintains alive the professional, in the daily of his profession, it is consolidated in the several authors' work, besides in Paulo Freire's position that, in the teachers' continuous formation, the most important is the critical reflection on the own pedagogic practice. This article speaks about the challenge of the teacher formation, starting from a course in a Brazilian university, that has as objective the investigation and analysis of the school space. It discusses , with theoretical support in Freire and in other authors - as Tardiff, Nóvoa, Sacristán and Alarcão - the possibilities lived in the process of construction of the Project of Supervised Apprenticeship of the Course of Pedagogy at the Distance, of the University of the S tate of Rio de Janeiro (UERJ). The curriculum component Supervised Apprenticeship, re-dimension and requalified, contributes to the formation of new educational subjectivities. It values with equal forms the performance of the ones that teach and of the ones that learn. It bets in the complicity of these subjects in the creation and determination of competences for an effective professional exercise, available for a practice to transform and to contemplate critically the reality, that it is capable to contribute for the consolidation of the educator's identity, with base in values of a fair and democratic society. Keywords: Distance Education; formation; Curricular design. Supervised apprenticeship; Teachers continuous

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