Do estágio supervisionado à docência na escola do campo

Abstract

The general objective of this research was to find out to what extent the Supervised Internship contributed to the construction of teaching knowledge of Geography teachers in rural schools. Accordingly, the following specific objectives were outlined: 1) To know how the guidelines, experiences and pedagogical practices are given in the Supervised Internship of Geography at CESP/UEA (PPC of the Course); 2) Identify the contributions of the Supervised Internship in the formation of the Geography teacher; and 3) List the difficulties in teaching in rural schools. Methodologically, this investigation followed the contributions of a qualitative research, with a dialectical approach. As a research strategy, the Case Study was used, covering the municipal schools São Francisco, Campos Moreira, São Sebastião, Alberto Kimura Filho, located in the rural area of the municipality of Parintins/AM. The subjects interviewed were 06 (six) teachers. As data collection instruments, a participant observation was initially carried out in loco at the school where the research was developed. Then, a semi-structured interview (containing 05 questions) was applied with the participating subjects. The results reveal that rural schools in Parintins generally do not have adequate teaching resources, such as books, teaching materials, technology, among others. This can hinder the development of more dynamic and interesting classes, which can negatively impact the students' learning process. In addition, schools are usually built in rural areas and often have precarious structures. Teachers may face difficulties in adapting to these conditions, such as lack of basic infrastructure, such as electricity, drinking water and sanitation.