O estágio supervisionado obrigatório sob a ótica dos acadêmicos do curso de licenciatura em ciências biológicas da Universidade Federal de Mato Grosso do Sul, campus Campo Grande

Abstract

The course taken during the initial formation of teachers is marked by different knowledge and factors that help in the construction of the identity of the future teacher and that contribute to their ability to perform their function satisfactorily. For this training, undergraduate courses seek to interconnect specific, pedagogical and practical knowledge using as bias the activities of educational practices and stages. In this context, the stage provides guiding paths for the teacher's future praxis. In this way, the importance of the stage in initial formation is largely linked to the way in which it develops. Considering the role of the internship with element of great importance in the initial formation of teachers, the main objective of this work was to investigate the supervised internship of the Biological Sciences Degree course of the Federal University of Mato Grosso do Sul, Campo Grande Campus, starting from the hypothesis if the practice of the supervised stage will be developed in a reflexive way, can bring positive meanings to the subject who claims to be a teacher. Methodologically, the research was characterized by a qualitative approach focused on the investigation of the norms and guidelines of the internship, the comprehension, expectation and experience of the students on the internship, and the formative elements from the internship. Participated in the study, students of fourth, fifth, sixth and eighth periods, corresponding respectively to the periods before the internship, during the internship and after the internship, through questionnaires. To analyze the results, we used content analysis techniques proposed by Bardin (2011). After the analysis, it was possible to identify that the majority of the students understand the stage as a bias towards the reality of the school and its components, through a professional perspective, and attribute to this relation the contributions, challenges, didactic and pedagogical yearnings. Therefore, it was possible to conclude that the internship really acts as a bias for the rapprochement between trainee and school reality, and has its validation, as a formative element, by interconnecting practical and theoretical components through reflection on the lived experiences.