Relatório de atividades de estágio curricular supervisionado I e II

Abstract

The supervised internship is an essential stage in teacher training, as it allows for the articulation between theory and practice, placing the licentiate students in direct contact with the school reality. During this process, future teachers have the opportunity to experience the planning and conduction of teaching, developing fundamental pedagogical competencies (PIMENTA, 2012). According to the Pedagogical Political Project of the Higher Education Licentiate Course in Biological Sciences at the Federal Institute Farroupilha – Campus Alegrete (2013), supervised internships I and II are mandatory components of the academic curriculum. These subjects correspond to the observation of teaching practice, which is carried out in Internship I, and the execution of teaching activities (Regency), developed in Internship II, specifically in the Science subject. This curricular structure reinforces the importance of progressive stages that connect theory to practical application. For Lima and Pimenta (2006), the internship is produced in the interaction between the training courses and the social field in which educational practices develop. In this context, according to Zache, Gattermann, and Hames (2023, p. 2), the observation internship: (...) is of paramount importance for the initial training of teachers, given that it makes it possible to observe and analyze the school routine, pedagogical practice, the relationships, the movements involving school subjects, the daily life of the classroom, and verify the process of teaching and learning based on the practice of a teacher already trained in the area. This stage of observing pedagogical practices, besides being fundamental for the development of teaching competencies, also promotes reflections on school dynamics. It is during this period that a critical and investigative attitude towards the educational process is developed, allowing the licentiate student to analyze teaching practices, identify the most effective strategies, and understand the dynamics of teacher-student interaction. Thus, observation becomes an indispensable link for the next phase of the supervised internship. The teaching practice internship (Regency) complements the observation, allowing the intern to put acquired knowledge into practice. Its objective is to serve as a didactic experimentation for the intern student, thus being conceived as an object of investigation. This creates conditions for the student to be the researcher of their own pedagogical practice, testing innovations and acting as a potential agent of change (CARVALHO, 2012). This moment is especially important because it allows the intern to actively participate, developing skills such as planning, communication, organization, and evaluation.