O Ensino de biologia no contexto de transição para o Novo Ensino médio: experiências a partir do estágio supervisionado

Abstract

This study is based on practical experiences during the Supervised Internship, which is considered an opportunity for research and reflection. It is an essential part of teacher education, as it is directly linked to the current reality and context of education and schools. Additionally, the internship allows for the integration of knowledge acquired in the teacher training program. The New High School (NHS) was established by Law No. 13,415/2017 and brought significant changes to the structure of high school education in Brazil. It reorganized the timing and spaces for the development of subjects, added new curriculum components, and increased the workload. Regarding the specific area of Biological Sciences Teaching, students in this program now operate within this new structure of high school education. Therefore, the question arises: What are the impacts of the implementation of the New High School on the practice of Biology Teaching and the Biology Internship? Thus, the aim of this study is to investigate the impacts of the implementation of the New High School on the practice of Biology Teaching and the Supervised Internship in Biology. The methodology used is descriptive and qualitative research, based on observations, experiences lived by the author, and data analysis. The discussion addresses the importance of the Supervised Internship in teacher education, particularly in Biology Teaching in high school, considering the impacts of the New High School. It discusses the theoretical, legal, and curricular foundations that involve Biology Teaching, highlighting the need for specific training for teachers in this discipline. It concludes that the internship is fundamental in teacher education, allowing for the connection between theory and practice, and the implementation of the New High School brings curricular and methodological changes that require adequate teacher training and teaching environments.