Prática simulada enquanto estratégia de ensino e aprendizagem no estágio curricular supervisionado.

Abstract

This study discusses teaching and learning situations in the curricular component Supervised Internship in the Degree in Literature, more specifically the experience with the creation and development of a teaching strategy called Simulated Practice. Thus, this article aims to present the Simulated Practice activity developed with students of the Degree in Languages, Portuguese Language and Literatures, classes of Supervised Curricular Internship I (2018.2) and Supervised Curricular Internship III (2021.1), from the State University of Bahia (UNEB), Campus XVI/ Irecê – BA. This is qualitative research in Education, which mixes mixed methods from Bibliographic research and Case Study; relying on Participant Observation and the Questionnaire, applied in a digital form – Google Forms, as an information construction tool. Both the activity and the article are structured on the theoretical assumptions of Alarcão (1996) Freire (2019), Candau (2016), Libâneo (2013), Pimenta (2012), Sibilia (2019) among others. With the conclusion of the present study, among others, it became evident the need for the Internship Teacher to diversify the teaching method, creating conditions for an active and meaningful learning, while the Simulated Practice activity was able to instigate these circumstances in the participating students.