The challenges of a curricular internship in the form of a project

• Autor(a) principal: Borges, Izadora Rodrigues
• Data de Publicação: 2020
• Outros Autores: Soares, Zilene Moreira
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/12705
• topic: EDUCAÇÃO - ENSINO/APRENDIZAGEM; Estágio; Formação de Professores; Macacos-pregos; Projeto; Intership; Teacher training; Capuchin monkeys; Project

The curricular internship is one of the most awaited moments for future teachers in the Licenciature courses. The internship as research with the development of collective projects is seen as an articulating axis in improving teacher training. The present work describes the experience lived through the disciplines of Compulsory Curricular Internship I and II in the Biological Sciences Degree at the Federal University of Goiás. Based on a research carried out in the field school, a Pedagogical Intervention Project was developed with a theoretical and methodological approach Freirean conception of education. During the diagnosis of the school it was possible to identify the problem existing between the school staff and the capuchin monkeys that inhabit the place, mainly due to the constant thefts practiced by the small primates. As a result, monkeys were seen only as a nuisance, leaving no space for students to understand the biological aspects of this animal, as well as the motivations that lead them to commit thefts and inhabit an anthropized environment. Structured in theoretical-practical workshops, the project sought to sensitize the school community to a more harmonious relationship with the nail monkeys present at school. The workshops that included varied aspects of monkeys and their relationship with humans. Diversified methodologies were included that pointed out how much proximity to the topic of study can contribute to develop students' interest, and at the same time address the contents of the school curriculum. There were several unforeseen events during the intervention that required a more dynamic posture from the interns in redoing the planning. Relationships with the rural school, the collective writing of an intervention project, biological studies, and the appropriation of Freire's ideas for classroom practice brought important reflections to the trainees' training path.