Um relato de experiência baseado nos estágios de regência em escolas públicas municipais e estaduais do município de São Miguel dos Campos – AL

Abstract

This study focuses on the contributions of the Supervised Teaching Internship to the professional development of students in the Biological Sciences Teaching Degree program. The research is based on the author’s practical experiences during Internship III and IV, carried out in upper elementary and high school classes in municipal and state public schools in São Miguel dos Campos, Alagoas. It adopts a qualitative approach (Matias-Pereira, 2012), using the experience report methodology (Mussi, Flores, and Almeida, 2021), with data drawn from Training Diaries and Final Reports produced during the internship period. Throughout the process, several challenges were encountered, such as engaging students, producing teaching materials, and designing strategies aligned with the school's context. These experiences fostered critical reflection on teaching practices and contributed to professional growth. The results reveal that the supervised internship is a crucial stage in teacher training, as it enables the articulation between theory and practice, promotes autonomy in teaching, and supports the development of a reflective and socially committed professional identity.