https://arandu.iffarroupilha.edu.br/handle/itemid/69 2026-04-15T07:37:31Z https://arandu.iffarroupilha.edu.br/handle/itemid/737 Título: Relatório de atividades de estágio curricular supervisionado I e II Resumo em Língua Estrangeira: The training of teachers is a process structured in several stages, with the objective of preparing future educators theoretically, scientifically, and technically to competently conduct teaching. For Libâneo (2013), this process encompasses the acquisition of knowledge about educational theories, teaching methodologies, the use of educational technologies, and the development of skills that enable the creation of an effective and inclusive learning environment. Still according to Libâneo (2013), teacher training involves two fundamental dimensions: the theoretical-scientific formation, which covers academic specialization in the teacher's areas of expertise combined with pedagogical foundations; and the technical-practical formation, focused on the application of didactics and methodologies that prepare future professionals for educational practice. Nóvoa (2017) reinforces that learning to be a teacher requires methodical and systematic work, with the deepening of three main dimensions: the development of a cultural and scientific life, meaning teachers must maintain contact with science, literature, and art, ensuring an enriching formative dialogue with students; the second is the ethical dimension, essential for conducting teaching practice; and the third is the understanding that the teacher needs to operate in an environment full of unforeseen events. For Libâneo (2013), this preparation is indispensable to ensure quality education and promote the continuous professional development of teachers. During initial training, the future teacher builds their professional identity, which is influenced by various factors and is in constant re-signification. In this context, Block et al. (2015) emphasize that being a teacher is a continuous process of knowledge construction that develops throughout the entire career, requiring updating, reflection, and learning; and through this construction of teaching knowledge, it is possible to empower the teacher to assume an emancipatory professional identity, with a researcher profile, constantly seeking knowledge and overcoming the difficulties that may arise during the teaching and learning process. Tipo: Trabalho de Conclusão de Graduação 2024-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/736 Título: Relatório de atividades de estágio curricular supervisionado I e II Resumo em Língua Estrangeira: The supervised internship is an essential stage in teacher training, as it allows for the articulation between theory and practice, placing the licentiate students in direct contact with the school reality. During this process, future teachers have the opportunity to experience the planning and conduction of teaching, developing fundamental pedagogical competencies (PIMENTA, 2012). According to the Pedagogical Political Project of the Higher Education Licentiate Course in Biological Sciences at the Federal Institute Farroupilha – Campus Alegrete (2013), supervised internships I and II are mandatory components of the academic curriculum. These subjects correspond to the observation of teaching practice, which is carried out in Internship I, and the execution of teaching activities (Regency), developed in Internship II, specifically in the Science subject. This curricular structure reinforces the importance of progressive stages that connect theory to practical application. For Lima and Pimenta (2006), the internship is produced in the interaction between the training courses and the social field in which educational practices develop. In this context, according to Zache, Gattermann, and Hames (2023, p. 2), the observation internship: (...) is of paramount importance for the initial training of teachers, given that it makes it possible to observe and analyze the school routine, pedagogical practice, the relationships, the movements involving school subjects, the daily life of the classroom, and verify the process of teaching and learning based on the practice of a teacher already trained in the area. This stage of observing pedagogical practices, besides being fundamental for the development of teaching competencies, also promotes reflections on school dynamics. It is during this period that a critical and investigative attitude towards the educational process is developed, allowing the licentiate student to analyze teaching practices, identify the most effective strategies, and understand the dynamics of teacher-student interaction. Thus, observation becomes an indispensable link for the next phase of the supervised internship. The teaching practice internship (Regency) complements the observation, allowing the intern to put acquired knowledge into practice. Its objective is to serve as a didactic experimentation for the intern student, thus being conceived as an object of investigation. This creates conditions for the student to be the researcher of their own pedagogical practice, testing innovations and acting as a potential agent of change (CARVALHO, 2012). This moment is especially important because it allows the intern to actively participate, developing skills such as planning, communication, organization, and evaluation. Tipo: Trabalho de Conclusão de Graduação 2024-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/735 Título: Relatório de atividades de estágio curricular supervisionado III e IV Resumo em Língua Estrangeira: The supervised curricular internship allows for moments of fundamental importance in the training of teachers, as it is through it that the intern participates in real-life and work situations, also allowing reflection on the internship activity. The recording of experiences enables the connection between theory and practice, favoring the critical analysis of the activities carried out. According to Silva (2019, p. 613) "[...] the relationship between theory and practice becomes fundamental for an educational practice that conceives education as a mediator of global social practice." According to Biancon, Mendes and Maia (2020, p. 447): [...] observing and questioning these processes will allow the licentiate students, future teachers, to understand these dynamics in all the complexity with which they present themselves and, furthermore, to recognize the social, economic and political determinants that permeate these relationships. In other words, the supervised curricular internship brings academics closer to the school reality, serving as a way to present them with the situations they may face in their future role as a teacher. More recently, the High School Reform brought new challenges for teaching practice, as the teacher must adapt to the new form of teaching, which is increasingly practical, objective, and dynamic. Focusing on technical and professional training, its new formation affects the curriculum of Natural Sciences, which contains Biology as one of its curricular components, since it seeks the curricular integration of this component, inhibiting neutral learning and impacting the training of teachers in the area. According to Hernandes (2019, p. 5) this measure established for Brazilian society may lead to profound inequalities in schools. Tipo: Trabalho de Conclusão de Graduação 2024-01-01T00:00:00Z https://arandu.iffarroupilha.edu.br/handle/itemid/734 Título: Relatório de atividades de estágio curricular supervisionado III e IV Resumo em Língua Estrangeira: The Supervised Curricular Internship aims to prepare the student for teacher professionalization, enabling them to develop their skills and competencies during this process of utmost importance for academic training. The supervised curricular internship has great academic relevance, as it represents an opportunity to come into contact with the school reality, allowing the intern to live with students and teachers, build bonds, and get to know the environment they are inserted in (BIANCON; MENDES; MAIA, 2020; SILVA, 2020). In this context, curricular internships should be experiences that enable the construction and deconstruction of teaching practice whenever necessary, and not just the routine fulfillment of a determined workload, representing a significant contribution to effective professional preparation, in conjunction with the other subjects in the curriculum. Such professional preparation will certainly have positive repercussions on education as a whole, given that teachers are essential for any proposal for improving school education. Such construction or deconstruction refers to the fact that the teacher should not be so rigid in wanting to fulfill the established workload, but rather in using this time to experiment with new techniques and new methods of transmitting knowledge to their students. Thus, it is up to the intern to make a critical analysis of this teaching practice, perceive what is right or wrong according to their ideas, and decide whether or not to put them into practice (BIANCON; MENDES; MAIA, 2020). Deconstruction can be positive, as it can represent a way to change and break routine, to innovate, in addition to being the moment to create a professional identity in the future teacher. According to Carvalho (2013, p. 3230): The internship is the moment of closest observation of real practice, even if this implies taking typically practical actions, it is still configured as a relationship of recognition of reality. However, we consider here, that from a Historical-Critical perspective, it is not the observer who discovers reality, but the reality that presents itself to the observer. Tipo: Trabalho de Conclusão de Graduação 2024-01-01T00:00:00Z