Relato de experiência com enfoque na docência do ensino de história no estágio supervisionado

Abstract

The internship experience in teacher training represents a first approach by the teacher to their professional field. This period is limited to teaching practice, focusing on the development of the teaching process and on reaching consensus between educator and students. The methodology for this research was through the analysis of experiences lived during internships I and II, as well as their structuring, observing the complexity of teaching practice and how it should be a continuous process. The objective of this work is to present the account of a training experience from the point of view of a student and its implications for teacher training, in supervised internships as a gateway for students' engagement in history teaching practices. We reaffirm our view of supervised practices as an important part of university training, so that they not only experience teaching practice, but also experience the daily life of the school, perceive the challenges of teaching, and understand the importance of the functions of teaching and learning. For the full-time educational institution where Part II of the teaching practice was conducted, diagnosing educational indicators is one of the major challenges in the teaching-learning process, including dropout rates, inclusion, and grade repetition. Economic, social, and family problems mean that the school receives many students with learning difficulties, lack of interest, and/or behavioral disorders; therefore, a large part of the efforts are focused on supporting these students, their socialization, and progress in the educational process.