Vislumbrando uma práxis educativo-coletiva no estágio curricular de geografia no ensino médio

Abstract

This report on the Curricular Internship in Geography, developed within the scope of the Supervised Teaching Internship III course, presents a set of information, data, experiences, and insights gained throughout the period of this formative activity, which ran from July 7, 2025, to September 9, 2025. Fulfilling a mandatory and indispensable requirement for the completion of the Geography Licentiate Degree at UFPB, its main objective was to provide the geography student and intern with knowledge of the reality of education, the school, and the professional practice of a Basic Education teacher (High School), in all its dimensions, complexities, actions, and pedagogical practices inherent to this educational level. In this case, the internship was carried out at the Escola Estadual de Ensino Médio Regular Professora Antônia Rangel de Farias, located in the Torre neighborhood, in the city of João Pessoa-PB. Among the main actions and practices developed, from a theoretical, methodological, and practical point of view, the following stand out: bibliographic records and studies to establish the theoretical and conceptual references and foundations of this internship experience; documentary research and information gathering with the internship supervisor and other education professionals providing pedagogical support, in order to understand and outline a basic profile of this school; active and attentive observation of the school's daily life, institutional practices, and pedagogical actions developed by education professionals within that school space; especially and in a more in-depth manner, observation and monitoring of the classes and teaching practice of the geography teacher and supervisor of this teacher training process; planning and conducting the classes of this teaching experience in Geography at the public school; finally, evaluation of the internship experience as a whole, considering the evaluation of the supervisor and also the pedagogical and educational results obtained throughout this training process. Even understanding the risks of falling into conceptions of internships tied to the reproduction of traditional, instrumental, and technocratic didactics, or even of resorting to empty and sterile criticism, this internship modestly and boldly envisioned the possibility of breaking with the fragmentation of knowledge based on the separation between theory and practice, bringing introductory and propositional elements for the development of a well-situated educational-collective praxis, which shares the idea of the internship as a space for reflection and research, capable of overcoming the unreflective and alienated character of pedagogical practices in general, establishing horizons of human dignity for the subjects of this process, inside and outside educational environments.