Estágios supervisionados em escolas públicas: narrativas e Impressões de uma docente em formação

Abstract

Narrative research is a way of understanding the human experience by analyzing lived and told stories, while reliving and recounting those stories. The aim of the present work was to perform a (self) biographical narrative of the activities developed in the classroom during Supervised Internships in public schools in Fortaleza. The Supervised Internships of Elementary Education I and II (SIEE I and II) of Science teaching were carried out in the years 2015.2 (SIEE I) and 2016.1 (SIEE II), in a Municipal School of Elementary and Secondary Education of the Secretariat Regional Executive III (SER III). The Supervised Internships oh High School I and II (SIHS and II) of Biology teaching were carried out in 2016.2 (SIHS I) and 2017.1 (SIHS II), in a State School of Primary and Secondary Education, belonging to the 4th Region of the Superintendency of the State Schools of Fortaleza (SEFOR), of the Basic Education Secretariat. The methodology used was autobiographical narrative, bibliographical researches in books, monographs, articles and specialized websites to verify facts or situations of a daily teaching and to investigate alternatives for situations that could be modified in the praxis of the professor of Biology. The importance of this narrative is due to the fact that the author had in the stages her first and only contacts with the school to date acting as a teacher, thus raising the question of whether the stages made possible a good training as a teacher. In this sense, we tried to compare the theory learned during the course and practice in the classroom; as well as to present a vision about the importance of the supervised internship for teacher education in Biology Teaching. It was concluded that the internships provided a rich opportunity for improvement and practical application of theoretical knowledge. It was at the stage that I realized that the theory is in motion, given the need to adapt knowledge to the practical situations of the various factors that involve the school environment, namely: school, students, teachers, didactic resources among others. The confrontation of academic reality with school reality made the stage even more interesting and enriching.