Relatório de atividades de estágio curricular supervisionado III e IV

Abstract

The Supervised Curricular Internship III and IV is defined by the period in which the academic's observation and active participation in the construction of classes for a High School class occur. The internship activity within the school environment allows for the observation and execution of different methodologies related to the content provided by the supervising teacher of the class, with total interaction between the students and the licentiate student. Supervised Internship III covers the period of observation of the class and the school reality in the Biology discipline. Supervised Internship IV covers the teaching period (Regency) and aims to insert the licentiate intern into the moment of teaching practice through planning, structure, organization of the school environment, and classes, prioritizing the quality of the content and reflections on the teaching of Biology. Biological Sciences are interconnected with various areas of knowledge that govern our life on our planet. Biological knowledge is crucial for our health, food, human behavior, and provides us with an understanding of ecosystems, biodiversity, and the interdependencies between organisms. This understanding empowers us to make more informed decisions, both individually and collectively, on issues that impact our health, our environment, and our future. According to Lemes et al. (2011), it is fundamental that the academic manages to use the supervised internship period to align the theoretical knowledge acquired in graduation with classroom practice and optimize the provided teaching. Furthermore, for Souza and Ferreira (2020, p. 5) it is stated that: The Teaching Practice Internship (Regency) is configured as a Component of teacher professionalization for Licentiate courses, and this aspect is crucial for projecting an understanding of professionalization linked to societal changes, composing new reconfigurations of teaching, based on the introjection of values and meanings attributed to the discursive practices of the Licentiate course and, in our view, commonly refers to the field of internship. The pedagogical practice activity proves to be indispensable for teacher training, since the objective of this experience is to favor the professional development of the academic in school teaching, putting them face-to-face with the diversity of young Brazilians who will contribute to the licentiate student's trajectory in the exchange of information and experiences.