Relato de experiência do estágio supervisionado em regência no curso de licenciatura em Ciências Biológica: a importância para a formação do professor de ciências

Abstract

The Supervised Internship (SE) is a fundamental component of initial teacher training, offering future teachers the opportunity to prepare themselves for the challenges and responsibilities of teaching practice. Furthermore, in undergraduate courses, SE allows students to experience the school reality, deepen their skills and learn about the future professional environment. Specifically for the training of Science teachers, SE III allows students to apply theoretical knowledge in real situations, develop pedagogical and didactic skills, and promote scientific curiosity and critical thinking. For undergraduate students in Biological Sciences, this practical experience is essential to consolidate skills and experiment with teaching methodologies that favor active learning. This paper aims to analyze SE as a space for reflection on teaching and its contribution to the training of Science teachers. The specific objectives include: Evidencing the contributions of ES in the formation of the identity of teachers in training, Analyzing the relevance of ES III for the training of Science teachers, and Describing the stages of the internship and its learning. This work consists of a qualitative approach of the experience report type, divided into three stages: observation, planning, and teaching. The results obtained through observation allowed reflections during the teaching, especially on the methodologies and teaching strategies of employees. As part of the teaching strategies and pedagogical intervention, an activity using the Canva didactic resource was applied. Considering the aspects experienced, it is understood that the profession of Science teacher faces several challenges. The experiences reported, added to the reflections made throughout the Supervised Internship, can contribute significantly to the formation of a good teacher.