Experiências de Estágio Supervisionado: aspectos comparativos na formação de professores

Abstract

Supervised internships are an essential step in the training of future teachers, providing a comparison between the theoretical knowledge acquired at university and the practical reality of schools. This research aims to report and discuss the similarities and differences between the author's personal experience of supervised internships and the internship reports of other undergraduate students in Science, from different institutions, considering pedagogical and institutional aspects and interaction with students. The study was conducted based on a comparative analysis of reports available in academic repositories, seeking to identify common and distinct elements in the experiences analyzed. The results indicate that, although there are similar challenges faced by undergraduate students, such as the lack of pedagogical resources and adaptation to the school environment, there are striking differences in institutional support, the physical structure of schools and the methodologies used. The research reinforces the importance of internships as a space for critical and reflective learning, which contributes significantly to the construction of teacher identity. Thus, the role of supervised internships in the training of teachers capable of dealing with the diversity and complexity of Science teaching is highlighted.