Traços que desenham a formação de uma pedagoga: entre saberes e vivências.

Abstract

This undergraduate thesis aims to reflect on the transformative experiences lived throughout the supervised curricular internships of the Bachelor’s Degree in Pedagogy, highlighting their contribution to teacher education in the contexts of school management, early childhood education, and the early years of elementary school. Initially, it presents the experience developed during the school management internship, which focused on studying the role of the school principal and the funding of basic education. It also addresses the experience in the early childhood education internship, which consisted of a pedagogical intervention involving the recognition and appreciation of African and Afro-Brazilian culture. Subsequently, it describes and analyzes the intervention carried out in a 1st-grade elementary school class, with planned activities in the areas of Portuguese Language, Mathematics, Geography, Natural Sciences, and Art. Throughout the development of the internships, various forms of knowledge were constructed, enabling critical reflections on pedagogical practice, the role of the educator, and the challenges present in everyday school life. The experiences highlighted the importance of articulating theory and practice, as well as continuous reflection for the construction of the pedagogue’s professional identity.