THE RESIGNIFICATION OF SUPERVISED INTERNSHIP IN TEACHER EDUCATION: THE INTERNSHIP FIELD AS A CONCRETE REALITY
Aldeize Bonifácio da Silva
Geographer, Degree and Master in
Geography from the Federal University of Rio Grande do Norte (UFRN). Student of
the Specialization Course in Environmental Management at the Federal Institute
of Education, Science and Technology of Rio Grande do Norte (IFRN). Email:
aldeizebs@hotmail.com
Abstract: This article
deals with teacher education in Geography and problematizes the need to
overcome the dichotomous perspective of the internship as a practical activity
to the detriment of a theoretical corpus. The objective of this work is to propose a
reflection on the construction of a new identity for the supervised internship
activity from its resignification through the understanding of the internship
field as a concrete reality. Among the authors that make up our theoretical
construct are: Thiollent (1986), Libâneo (1990), Vasconcelos (2002), Pimenta e
Lima (2006), Stefanello (2009), among others. The methodology used was the bibliographic research
articulated the action research. The results obtained demonstrate the need to
approach the teaching with the school reality and the student himself as a concrete
subject. From this perspective, positive results are observed
with the proposition of a teaching-learning project based on elements of the
reality experienced by the student regarding the construction of meaningful
learning for both students and teachers in training.
Keywords: Teacher training. Geography Teaching. Internship field.
Reviewed by Current Scientific Journal
on
janeiro 10, 2023
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