Estágio curricular supervisionado em Geografia: experiências na formação docente inicial.

Abstract

The Supervised Internship is a mandatory component of initial teacher training, as outlined in the National Curriculum Guidelines for Basic Education (Brazil, 2013), aimed at integrating theory and practice in geography teaching. The experience at the Félix Araújo Integral Citizen School allowed for the observation of the school reality, identification of pedagogical and structural challenges, and understanding the importance of pedagogical mediation for student learning. The central issue of this study is to investigate how the Supervised Internship contributes to teacher training in light of the school's structural limitations, the pedagogical difficulties of students, and the challenges posed by remote teaching during the pandemic. The work aimed to report and analyze the experiences lived during the Supervised Curriculum Internship I and II in Geography, highlighting the interaction between theory and practice, teaching performance, and the application of a pedagogical workshop at ECI Félix Araújo. The research followed a qualitative approach, utilizing systematic observations, photographic records, textual descriptions, analysis of the school's Political-Pedagogical Project, and the implementation of a pedagogical workshop for two high school classes. The workshop allowed for discussions on geographical content related to urbanization, socio-spatial segregation, and public policies, stimulating active participation among students. The results showed that the internship significantly contributed to teacher training, promoting critical reflection, understanding of the school reality, and development of interactive methodologies. The workshop was well received by the students, who were able to relate the topics discussed to their daily lives and social issues, reinforcing the relevance of the internship as a space for meaningful learning and the construction of pedagogical practice.