Ensino fundamental ii experiências e reflexões do estágio supervisionado.

Abstract

The main objective of this work is to report on the experience of a supervised internship in History for Elementary School II, carried out at Almirante Barroso State School. The pedagogical practices developed in the context of History teaching are analyzed, highlighting the application of educational theories by Paulo Freire, Vygotsky, and other authors that underpinned teaching practices, aiming to promote critical and meaningful learning. To this end, procedures such as classroom observation, planning of teaching activities, application of active methodologies, including debates and the use of visual aids, and evaluation of the impact of these strategies on student engagement were adopted. The results highlight the relevance of historical contextualization and dialogue in the construction of knowledge, contributing to the critical development of students. The challenges and learning opportunities arising from this practice are also highlighted, reinforcing the importance of supervised internships in teacher training.