Tornar-se professor de Geografia: o papel dos estágios supervisionados na construção da identidade docente

Abstract

This work understands how the supervised internship contributes to the formation of the professional identity of the Geography teacher, considering the interfaces between theory and practice. The investigation utilized a qualitative approach combining: autobiographical case study of the four internships of the author, semistructured interviews with eight undergraduates, reflexive analysis of lived experience, documentary analysis and pedagogical artifacts. The results evidence that the progressive curricular structure of 400 hours, articulated in observation, participation, planning and regency in diverse contexts, transforms the future teacher not only by the accumulation of theories, but by the permanent confrontation between academic knowledge and concrete school reality. The challenges faced in each stage operated as opportunities for professional resignification: in Internship I, the confrontation with the structural reality of schools reframed theoretical expectations; in Internship II, teaching deaf students demanded conceptual reconfiguration of geographic fundamentals; in Internships III and IV, the tension between planning and real contingency produced creative improvisation and consolidation of reflexive autonomy. The reflexive practice mediated by genuine encounters with students, supervisors and peers produced concrete transformations: reconfiguration of pedagogical approaches, development of intellectual autonomy and professional confidence. It is concluded that professional teaching identity is not a product of accumulation of knowledge, but a result of continuous praxis, where systematic reflection on lived experience transforms transitory learning into lasting and transformative experiential knowledge