APRENDIZAGEM EXPERIENCIAL NO ESTÁGIO CURRICULAR SUPERVISIONADO: A FORMAÇÃO DOCENTE EM CIÊNCIAS E BIOLOGIA NO INTERIOR DE GOIÁS

Abstract

This article, written as an experience report, analyzes the experiences of a student teacher during the Supervised Internship I and II of the Bachelor's Degree in Biological Sciences at a Brazilian federal institution located in the interior of the state of Goiás, understanding this component as a fundamental axis in articulating theory and practice in teacher education. In Internship I, the emphasis was placed on observing the school environment, highlighting structural, methodological, and social aspects that directly influence the teaching–learning process, such as the pedagogical use of technologies, students’ reading and writing difficulties, and limited access to laboratory practices. Internship II enabled the transition from observation to teaching practice, involving the development of lesson plans, the application of diversified methodologies, the management of indiscipline, and the adaptation of pedagogical strategies to the specific needs of each class. The experiences reinforce the understanding that teacher education requires critical planning, methodological flexibility, and constant reflection on praxis elements that not only support students’ academic development but also strengthen the teaching identity in its social and transformative dimensions.