Relatório de atividades de estágio curricular supervisionado III e IV

Abstract

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.