A construção da formação docente: uma abordagem através do estágio supervisionado em Geografia

Abstract

This article investigates the challenges and opportunities in teaching Geography, analyzing supervised internships in schools with different socioeconomic contexts: Escola Municipal de Ensino Fundamental Manoel Lima Soares, Escola Quality, Escola EMTI Professor Joaquim Francisco de Sousa Filho and EEM Elizer de Freitas Guimarães. The research, with a qualitative approach, in addition to a bibliographic survey, incorporates participant observations, interviews and documentary analysis. The internship at Escola Manoel Lima Soares revealed structural challenges, such as a lack of investment and Environmental Education projects, as well as the fact that a more integrated approach is essential in this context for successful Geography teaching. At Escola Quality, focused on the inclusion of students with visual impairments, the importance of tactile cartography is highlighted. Despite inclusive practices, the lack of adequate structure in many Brazilian publics chools represents a significant challenge for inclusive teaching. The internship at Escola EMTI Professor Joaquim Francisco de Sousa Filho, during the pandemic, highlights the adaptation to remote teaching and the challenges of digital inclusion. Precarious infrastructure emerges as a significant obstacle to the continuity of education during the emergency period. At EEM Elizer de Freitas Guimarães, post-pandemic, students are adapting to remote learning, challenging the school to provide na in-person return that issensitive to the new demands and difficulties encountered. This study contributes to reflection on pedagogical practices in Geography, highlighting the need for more effective and inclusive approaches. The analys is seeks to inspire improvements in teacher training, promoting a more meaningful and contextualized geographic education.