Tríade formativa no estágio curricular supervisionado de licenciatura em ciências biológicas: concepções, saberes e práticas

Abstract

The Supervised Curricular Internship (ECS) provides undergraduate students with an opportunity to engage in their future professional field with the support of experienced educators. During the internship, pre-service teachers begin to take on responsibilities and establish connections with the school environment through formative experiences that bridge the university and the school. Within this context, the central question that guided this research emerged: How are the relationships within the formative triad-University Academic Supervisors (PSAE), Field Supervisors from Basic Education Schools (PSCE), and Interns- established to promote teacher education during the Biological Sciences teaching degree internships at UERN? Accordingly, the general objective of the research was to analyze how the PSAE, PSCE, and Interns conduct teacher education during the internships of the Biological Sciences program at UERN, based on their conceptions of the internship, teaching knowledge, and pedagogical practices. The methodology followed a qualitative approach through a case study design. Data were collected through document analysis, semi-structured interviews, and a focus group. The interviews were conducted both in person and virtually, recorded using mobile phones, and transcribed with the help of the Transkriptor software, which converts audio into text. Data analysis was based on Bardin’s Content Analysis framework, which guided the identification of thematic axes and categories. The findings revealed that the Course Pedagogical Project (PPC) conceptualizes the ECS as a structured activity aimed at integrating pre-service teachers into socio-institutional spaces in order to prepare them for professional practice. The study also showed that both professors and interns mobilized a range of teaching knowledge and valued elements such as empathy, ethics, methodological innovation, and understanding of the school context. Additionally, the pedagogical practices developed during the ECS were found to be aligned with the educational reality, guided by the Institutional Pedagogical Project and the interns’ immersion in the school environment. In summary, the ECS proved to be a highly formative space, where conceptions of internships, teaching knowledge, and pedagogical practices guide the actions developed by participants in both the school and university contexts. These elements support the thesis that internships are consolidated through a formative triad that articulates conceptions, knowledge, and pedagogical practices essential to the teaching profession. However, it remains necessary to advance in building supervised practices that not only prepare future teachers to engage with the school reality but also equip them to transform it, based on a commitment to inclusive, high-quality, and socially grounded public education.