SUPERVISED INTERNSHIP IN TEACHING IN EDUCATION: EXPERIENCES AND EXPERIENCES

Abstract

The purpose of this article is to describe the experiences of the periods of observation
and supervision in the Supervised Internship in Teaching in Elementary Education I,
carried out in a school in the municipal public network for Elementary Education I,
during the Pedagogy course at the FacMais Inhumas College, Inhumas Unit, whose
biggest challenge was adapting the physical space of the class in which the internship
took place. The aim of the project was the voluntary cooperation of the children.
Furthermore, the perception and analysis of the results is positive, as the children
actively participated in the proposed activities. Educational practice is an extremely
important process for individuals and society. Theories together with practice
permeate the construction of the teaching professional. From this perspective and in
dialog with theorists such as Pimenta; Lima (2012); Hoffmann (2012); Barbosa; Horn
(2008); Cabral; Angelo (2010) Milanesi (2012) among others, the text presents some implications and reflections arising from the development of the intervention project,
its developments, evaluation, results and actions/mediations assigned and planned at
each meeting. The aim of this work is therefore to demonstrate the theoretical
assumptions, the challenges, the integration of the trainees with the children and the
school institution, the use of the space and the elements worked on, and the children's
involvement and cooperation.