Experiências nos estágios curriculares supervisionados e suas contribuições para a formação inicial docente de uma pedagoga: um estudo autobiográfico

Abstract

This paper focuses on the experiences lived during supervised curricular internships and their contributions to initial teacher training, understanding the internship as a fundamental formative space for the articulation between theory and practice in the process of constituting professional identity. From the perspective of those who temporarily enter school contexts, occupying the position of "outsider," the research seeks to reflect on the encounters, challenges, learning, and development that emerge during insertion in the internship fields, highlighting how these experiences contribute to the construction of a more sensitive, critical, and reflective view of the daily life of the school. As a general objective, the study seeks to analyze how the experiences lived in curricular internships contribute to initial teacher training, considering the processes of observation, teaching practice, pedagogical mediation, and interaction with the different subjects that make up the school environment. As specific objectives, it intends to reflect on the institutional dynamics observed during the internships, understand the challenges faced in pedagogical practice, and identify the formative learning that emerges from these experiences. Methodologically, this work falls within the qualitative paradigm, adopting an autobiographical and interpretative approach, based on records of experiences produced from internship reports, participant observations, and reflective narratives constructed throughout the insertions in different fields of activity. The analysis of these experiences allowed us to understand the internship not only as a space for applying previously acquired knowledge, but above all as a field for the production of knowledge, in which the future teacher learns to deal with unforeseen events, to recalculate pedagogical routes, to develop sensitivity to the particularities of each school context, and to build mediation strategies in direct contact with students. The results show that the experiences in the internship contribute significantly to the development of professional skills, broadening the understanding of how the school works, strengthening pedagogical autonomy, and enabling the construction of a more conscious, reflective, and open teaching posture to the complexities of educational practice.