Experiências para a formação docente em Geografia: narrativas do estágio supervisionado na Escola Estadual de Ensino Fundamental e Médio São Sebastião em Campina Grande - PB.

Abstract

The Supervised Curricular Internship in undergraduate courses is of utmost importance for the relation of theory and practice. In spite of this, with regard to undergraduate courses, what is addressed in the university with the disciplines focused on education (teaching-learning process) does not always become effective in terms of improving the schooling of our students. Thus, this article aims to reflect the relevance of the supervised internship to the formation of the Geography teacher according to the experiences lived in the observation and practice of teaching. For this, we retrieved the reports of the Supervised Internship Course Course of Geography Course of the Federal University of Campina Grande, conducted in four semesters in the State School of Elementary and Middle School São Sebastião, in the city of Campina Grande-PB between 2014 and 2016 In this way, to extract from the observations of the relations in the physical space and of the classes taught narratives of this experience for analysis and discussion. Before, we also seek a theoretical basis regarding teaching practice, supervised internship and the use of narratives. According to what has been examined we can consider that there is a need for the formation of teachers of geography with respect to a teaching practice that brings a transformation in the student's learning, different from that proposed by traditionalism.