A escola como espaço de formação docente: um relato do estágio supervisionado de geografia

Abstract

In the context of the Covid-19 pandemic, the closure of schools and universities led to the adoption of emergency remote teaching to ensure the continuity of educational processes. In Paraíba, federal universities also migrated to virtual teaching, until security measures allowed for a gradual return to face-to-face classes. This work reports the experience of the Supervised Teaching Internship III in the Degree in Geography at the Federal University of Paraíba, in the first half of 2022. The objective is to understand the essential role of the school in the academic training of teachers, highlighting the experience of the Supervised Internship as a moment of cooperation between experienced basic education teachers and future teachers who mobilize theoretical and practical knowledge acquired at the university and school during the internship. The Supervised Teaching Internship III, which took place in the transition period from remote teaching to the return to face-to-face teaching, was the last of the course aimed at bringing students closer to the school environment, with a focus on conducting high school classes. However, the contribution of the Internship to the formation of Geography teachers and how to improve the relationship between university and school in this context is questioned. The work also addresses the importance of recognizing and valuing the school as a space for teacher training, as well as reflecting on the intern's performance in this training space. The report is structured in three parts, including a brief bibliographic review of the subject, the diagnosis of the school where the internship took place and reflections on the role of the school and the internship in the formation of Geography teachers.