Internship with research through the Integrative Scenario: formative contributions

• Autor(a) principal: de Jesus, Jolúcia Santos de Jesus
• Data de Publicação: 2022
• Outros Autores: Moreno Rodriguez, Andrei Steveen, Massena, Elisa Prestes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
• Texto Completo: https://doi.org/10.34624/id.v14i2.27472

Research plays an important role in teacher training, because, by problematizing and recording their pedagogical experiences, future teachers begin to reflect and transform their practice. As an opportunity for articulation between research and teacher training, we present in this study a curricular proposal called the Integrative Scenario, which can be developed during the supervised internship. The proposal promotes curricular reconfigurations, based on work with themes associated with the students' reality. Thus, this study aims to analyze whether and how the Integrative Scenario can contribute to the academic-professional training of the student during the internship with research. The study is configured as a qualitative investigation and in which the proposal called 'Food Education: is there Chemistry in what we eat?', which was developed in the context of the Supervised Internship in Chemistry III at a public Brazilian university, was analyzed. The data collection instruments were the lesson plans constructed and implemented during the conducting stage. The analysis of the information took place in the light of Discursive Textual Analysis (DTA). The following categories were identified as results: a) Contextualization of contents; b) Interdisciplinary work; and c) School evaluation. It is concluded that the Integrative Scenario can contribute to the academic-professional training of undergraduates during the research internship, promoting contextualized and interdisciplinary teaching, aiming at the formation of a summary researcher teacher.