Estágio supervisionado visão dos estudantes de Pedagogia do Campo

Abstract

In this paper, we investigate the contribution of supervised internships to the education of students in the Field Pedagogy program, highlighting its importance in preparing future teachers capable of addressing the specificities of rural communities. Field Education is distinguished by valuing local knowledge and cultural practices, and the supervised internship emerges as a vital tool that connects academic theory with the practical reality experienced in classrooms. We adopted a qualitative methodology based on Merleau Ponty's phenomenology, using interviews with students who completed Supervised Internships II and III at the Federal University of Paraíba (UFPB) as the research technique, as well as a documentary analysis of the respective course plans. The objective was to evaluate how the principles of Field Education were integrated and addressed during the internships, in addition to identifying challenges and necessary adaptations in the educational process. The results show that the supervised internship is essential for teacher training, allowing students to develop practical skills that go beyond theoretical knowledge. The field experience enables the application of active and playful methodologies, promoting teaching that respects the cultural diversity and realities of the students. Although there are difficulties, such as the scarcity of internships in rural schools, the interviewees' reports highlight a growing awareness of the importance of adaptive and inclusive pedagogy. Therefore, the interaction between supervised internships and rural schools is essential to ensure teacher education that is contextualized and aligned with the educational needs of rural communities, promoting an education that truly engages with the reality of the students and strengthens the principles of Field Education.