A CONSTRUÇÃO DOS SABERES DA DOCÊNCIA EM CONTEXTO DE EXPERIÊNCIA NO ESTÁGIO CURRICULAR SUPERVISIONADO

Abstract

This study addresses the importance of the Supervised Curricular Internship (SCI) and the knowledge required for the training of future Biological Sciences teachers. This study aims to analyze the experience of the Supervised Curricular Internship with a focus on the knowledge that constituted teacher learning during the period of diagnosis and observation of classes, adopting a qualitative approach. Data were collected through the report previously prepared as a component of SCI data collection. The results reveal that SCI provides a significant integration between theory and practice. In addition, the teacher training process goes beyond mere observation, involving action, reflection and the construction of knowledge in an articulated manner.