Relatório de atividades de estágio curricular supervisionado III e IV

Abstract

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.