Supervised curriculum internship in sciences and biology: understandings of license and teaching teachers

• Autor(a) principal: Garda, Carla Munique Aparecida
• Data de Publicação: 2023
• Outros Autores: Wirzbicki, Sandra Maria, Tobaldini de Lima, Bárbara Grace
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Actio (Curitiba)
• Texto Completo: https://periodicos.utfpr.edu.br/actio/article/view/17163
• topic: Educação - Ensino de Ciências; Formação de professores; Cursos de Licenciatura; Identidade docente.; Teacher training; Degree course; Teaching identity

The search addresses the Supervised Internship theme, which can be understood as a stage of training and preparation for the exercise of the profession. The study aims to know the conceptions that the undergraduate students and supervisory professors of the supervised internships of the Biological Sciences course at the Federal University of Fronteira Sul, Campus Realeza-PR, have in relation to internships, as well as to understand how the undergraduates conceive the figure of the professor and internship supervisor. It is considered important to know these understandings, as the practice of the internship can reflect on the teaching action on the part of the future teacher and the teacher who guides the interns. The collection of information was based on a questionnaire with the undergraduates who had attended the disciplines of Supervised Curricular Internship (ECS) in Sciences I and Biology I, considering that for the completion of the ECS in Biology I, the undergraduate must have attended ECS in Sciences I and II, and an interview with the internship supervisors. Data analysis was based on Discursive Textual Analysis, from which we organized two mixed categories: I) Supervised Curriculum Internship: a moment of Training, sharing experiences and reflection on practice; II) Guiding professors and supervisors: fundamental subjects in the relationship between the two training institutions. Such categories allowed thinking about the importance of conceiving the internship as a moment of reflexive formation and the need for greater involvement between university and school, made possible by the rapprochement between the cited professors and supervisors.