Desenvolvimento de competência docente no estágio supervisionado: uma análise do ensino de história

Abstract

The supervised teaching internship in History aimed to investigate the effectiveness of active methodologies in teacher training and student learning. The experience was carried out in two educational institutions, where pedagogical practices such as debates and analysis of historical sources were applied. The adopted methodology favored student participation, resulting in increased engagement and understanding of the content covered. However, challenges such as reading difficulties, lack of teaching resources, and student resistance were identified, requiring adaptations in pedagogical approaches. Building a relationship of trust between teacher and students was crucial for the success of the activities, creating a safe and respectful environment. Critical reflection at the end of the internship provided a deeper understanding of the teacher's role and the need for methodologies that value diversity. In conclusion, the practical experience proved essential for professional development, preparing educators to face contemporary challenges and contributing to the formation of critical and conscious citizens. Suggestions for future research include continuing education, investigation of learning difficulties, and the integration of educational technologies.