O estágio curricular supervisionado no ensino de ciências em uma escola no Município de Cuité (PB).

Abstract

The Supervised Curricular Internship has a fundamental character in undergraduate courses contributing to the formation of teachers, it is believed that from this happens a dynamic interaction between all the agents involved in the educational process. Considering the relevance of this subject, a debate about the perspectives that the stages offer is of great value. By this principle, the present research aims to investigate the case of the Supervised Curricular Internship in Science Teaching in the Andre Vidal de Negreiros State School of Elementary School, Cuite-PB, from the view of the students of the 8th grade class, science teachers and undergraduate biology trainees who developed their internship activities at school. The development of this case study was organized in three sections, starting with the collection of data through the application of questionnaires to these students, followed by questionnaires to the teachers and punctual analysis of the internships reports of the trainees, in order to identify the practice of the Internship Supervised Curriculum and the way this internship is taking place in school. The results observed in this work show that the students perceive the internship as a training tool and professional experience, the teachers believe to be an indispensable practice for a good training and that contribute with new methodologies and the trainees indicate the receptivity in the school as an opportunity to know new methodologies. However, in the general context, it was observed some situations that can be improved by all agents involved in the internship. It is these improvements and changes that can make the quality of the stage more effective. It was conclude that it is necessary to deepen the studies on the formation of teachers, promoting theoretical teaching with practice teaching.