Experiencias do estágio supervisionado no processo de formação de professores no ensino de Geografia em Araguaína-TO no ano de 2018 e 2019

Abstract

The present work discussion on internship and teacher training through reporting experiences lived in the Discipline of internship in Geography, which are part of the curricular component of the degree, this constitutes for a fundamental stage in the formation of Geography teachers, because and in this first moment that the academic will have contact with the educational reality with his future professional practice area. In this sense, the academic will have experienced in the educational environment, in the observations of the pairing of the school physical structure, teachers' routines, even in the classroom. The research acime to reflect on the process of teacher training in the scope of internship subjects. Because of this, the internship was fundamental to bring discussions, and to report the experiences lived in the internships by the Geography Degree Course. This internship experience took place in two different Schools State High Teacher Silvandira Sousa Lima in 2018, and at State High School Guilherme Dourado. In a complementary way, it was necessary to elaborate a form with objective and qualitative questions, they were sent via application via whastapp to the academic / intern of the Geography Course at the Campus - Cimba in Araguaína - TO, through this questionnaire we had the collection of information about lived experiences and the importance of the internship in the process of formation of future teacher in the teaching of geography. Therefore, the google form was distributed and sent to academics who were present throughout the course, with that teacher already trained in the geography course that I also had contact with. In general, it presents as results the execution of the internship that enabled the future teacher to cave the capacity for theoretical reflection and practices in the future professional practice area. Another relevant aspect of this work was evidence of experiences of pedagogical practices developed in the classroom, having a closer relationship with students, improving knowledge through internships in the granting unit