Desafios e possibilidades do estágio supervisionado na formação do professor de química: um relato de experiência

Abstract

The contemporary educational scenario is being made up of increasingly complex challenges. Lack of resources, overload of classes, students increasingly connected to social networks and less connected to the teaching and learning process, are examples of challenges of the 21st century, which impede progress in the education system. In this context, legislation requires teachers to reinvent themselves, to start rethinking their art of teaching, which results in yet another challenge. In view of the above, this work presents the importance of the Supervised Internship in teacher training, as it is at this stage that they begin to have contact with their profession. The research was divided into two moments. The first is the self-narration of the internships carried out by the author of this work, carried out at IFAL in a class of a technical course in chemistry at night. The second moment was research carried out through an online form with 25 students of the Chemistry Degree course at UFAL to know the importance of the discipline in their training. As a result, I report that it was a unique learning experience. In the observational stage (I and II) I observed the teacher-student verbal interaction, methodologies, teaching material, Flanders categories, PPP in addition to the physical structure. In the conducting stages (III and IV) I assumed the role of teacher. Butterflies in the stomach, fear, insecurity were constant feelings in each meeting. But it should be noted that I learned a lot. The internship offers teaching practice as the main possibility for growth. This is when we prepare to perform our role. The survey carried out with students showed that 85% of those interviewed indicated that the discipline was of fundamental importance for their growth. Thus, we can infer that the supervised internship is the crucial step for the graduate to develop their skills and carry out a fantastic teaching practice.