Relatório de atividades de estágio curricular supervisionado I e II

Abstract

The supervised curricular internship is an important stage in the teacher training process, allowing the articulation of what was studied at the institution with its application in the daily school routine. Furthermore, although theoretical training is important, it alone is not enough to prepare the academic for the full exercise of their profession. Therefore, the insertion of the student into the reality of the school routine is necessary to learn from the practice of teaching professionals (PIMENTA, 1995).

For Freire (1996), the academic pursuing a licentiate degree must consider their approaches and reflect on the content, always adapting it to a dynamic teaching methodology and practice that strengthens the learning of their class, thus qualifying their work in a constant evolution. During this process, it is fundamental that the intern understands the school as an environment for knowledge construction, going beyond a space for fulfilling obligatory tasks, seeking to make the interaction with students, teachers, and administrators something transformative of their daily routine.

The first and second supervised internships are mandatory components of the academic curriculum, according to the Pedagogical Project of the Biological Sciences Licentiate course at the Federal Institute Farroupilha – Campus Alegrete. The activities correspond to the observation of teaching practice and the teaching activity carried out in the final years of Elementary School in the Science discipline. They total a workload of 100 hours in each of the two semesters, comprising 20 hours of observation, 20 hours of teaching, and 16 hours of observation of the school reality. The remaining hours constitute the activities of the discipline, guidance, and writing of the internship report (IFFar, 2015).

The first supervised internship, dedicated to the observation of teaching practice, is a significant stage in academic training, as it enables the student to directly understand the functioning of a school environment, the dynamics of the classroom, and teaching and learning strategies. The objective of the observation stage of the class and the supervising teacher is to consolidate theoretical knowledge, develop a pedagogical vision, and broaden the understanding of the teacher's role in the formation of students in the area of Sciences.