Docência e estágio supervisionado: contribuições de uma sequência didática na formação do professor de Geografia.

Abstract

Academic training in teaching degrees and supervised internships go hand in hand in the search for innovative and effective pedagogical practices. It highlights the need to strengthen research and reflection on pedagogical practices during the initial training of teachers in the Licentiate in Geography course at the Humanities Center at the Federal University of Campina Grande, Paraíba. Therefore, we reflect on the supervised internship as a space and time for learning during the university-school relationship, seeking to learn how to teach and educate subjects using different methodologies and resources that enable better learning. With the aim of contributing to the implementation of teaching practices that provide learning, we applied a didactic sequence activity to a third (3rd) high school class at Escola Cidadã Integral Professora Maria José Costa de Albuquerque, between the days of 01 to 30 of May 2022 in the city of Olivedos-PB, which is physiographically located in the mesoregion of Agreste Paraibano and in the microregion of Western Curimataú, which focused on building a teaching project that contributes to the formation of professional teaching practice. The methodological path followed was that of action research, in which the professional in training had the opportunity to simultaneously apply and evaluate the teaching practice. The results achieved indicate the importance of the supervised internship as a research space for the undergraduate student, which needs a broader view that values and finances the training of education professionals for better performance of activities.