A essencialidade do estágio na formação docente: a partir de uma experiência pessoal

Abstract

Supervised internships are a fundamental element in the initial training of Geography teachers, enabling the articulation between theory and practice and an approach to the reality of the school environment. This work analyzes the experiences lived in Supervised Internships I and II of the Geography Licentiate course, highlighting the contributions of these experiences to professional training and to decision-making regarding the teaching career. For the research, observations, activity records, and analyses of school routines, interaction with students, and readings of authors who underpinned the adopted methodology were developed. These experiences made it possible to understand the role of the teacher, identify real challenges of the profession, and recognize competencies to be developed. Supervised practice also provided moments of reflection on one's own performance, strengthening professional identity and the ethical awareness necessary for the exercise of teaching. In addition to favoring practical learning, the internship proved decisive in evaluating the choice of a teaching career, considering aspects such as affinity with the classroom, personal motivation, and perspectives on future work. It is concluded that the supervised internship goes beyond learning pedagogical techniques, becoming a space for self-knowledge, professional development, and conscious decision-making about a teaching career.