COSTA NETO, J. X.; http://lattes.cnpq.br/1899954170082829; COSTA NETO, José Xavier da.
Resumo:
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.