Relatório de atividades de estágio curricular supervisionado III e IV

Abstract

The Supervised Internship comprises a significant experience for the development of licentiate students as future teachers, from the readings and debates at the University to the observation and teaching practice, which allow them to go beyond theory, see the reality, analyze, and experience the teaching practice so theorized in the course (Pimenta, 1994). The two stages of the internship allow them to broaden the view of what it means to be a teacher, to visualize the teaching practice with a different outlook than that of a student, and how the relationship between the parties involved in the teaching-learning process occurs. Observing the didactics applied and how the supervising teacher aligns their content with the BNCC (National Common Curricular Base), in addition to being able to put into practice the methodologies learned during the course in the teaching phase. In this sense, it is important to highlight what was discussed by Pimenta and Lima (2006, p. 7) when they state that: The exercise of any profession is practical, in the sense that it involves learning to do “something” or “an action”. The teaching profession is also practical. And the way of learning, according to the imitation perspective, will be through observation, imitation, reproduction and, sometimes, the re-elaboration of existing models in practice, regarded as good. Our students often learn from us, observing us, imitating us, but also elaborating their own way of being based on a critical analysis of our way of being. The supervised curricular internship allows for important reflections on teaching practice, encompassing the school context and methodologies that can be applied within the possibilities that the school can offer. According to Silva (2020), regarding the importance of the internship in the academic trajectory of the future teacher, there is no other way for them to enter the school environment except through the internship, in order to gain a perspective on pedagogical actions, and contribute to student learning from two perspectives: the student's perspective and the teacher's perspective, a condition that only occurs through the supervised internship.