SILVA, Ana Cristina Pereira da.
Resumo:
The work seeks to reflect on the Supervised Internship process of the Geography course at the
Teacher Training Center-CFP at the Federal University of Campina Grande-UFCG. In order
to achieve our general objective, which consists of analyzing the perspectives and challenges
of the supervised internship for students of the Geography course at CFP/UFCG-Cajazeiras-
PB. We adopted as specific objectives: To present the expectations of the future professor
about the supervised internship; address how the first contact with the classroom takes place,
how this reception in the internship field is done in a positive or negative way; expose the
difficulties and challenges faced during the supervised internship and understand how these
difficulties and challenges interfere positively or negatively in the professional training of the
intern. For the development of the research, the dialectical method was used, considering the
dynamics of the life of the subjects participating in the research, because according to Lakatos
(2010) “things are not analyzed as fixed objects, but in motion: nothing is "finished". , always
in the process of transforming, developing; the end of one process is always the beginning of
another.” The time frame of study takes place in the period 2022.1, when we ended our
research with the participating subjects who were students of the eighth and ninth period, of
the morning and evening shifts, who are attending the discipline of Supervised Internship in
Geography IV in the referred course, the research was carried out with 7 students. Therefore,
the study has a qualitative character in which it was developed from the application of a
questionnaire and later tabulation of information, production of graphs, table and data
analysis. Thus, through the data it was possible to verify the different reasons that led the
subjects to consider the internship as a gateway and learning in training, it was also noticed
that there are several difficulties faced by them, such as fear due to lack of experience,
reception in the internship field, which is often not good, in addition to limitations due to lack
of resources in the school environment. In view of the research, we came to the conclusion
that a greater partnership between university, intern and school is needed, the internship
should not occur in isolation with only hours to be completed at school and university, in
addition to the need for greater support for the intern, as he is a very important and decisive
moment in teacher education.
