DOCÊNCIA NA FORMAÇÃO EM BIOLOGIA: VIVÊNCIAS NO ESTÁGIO SUPERVISIONADO E NO PIBID

Abstract

This study analyzes the formative experiences developed during the Mandatory Supervised Internship (ESO in Portuguese) and the Institutional Program for Teaching Initiation Scholarships (PIBID in Portuguese), carried out in two public schools in the Vale do São Patrício region. The activities involved observation, lesson planning, teaching practice, and the implementation of pedagogical strategies that articulated theory and practice in Biology education, in alignment with authors such as Freire, Libâneo, Nóvoa, and Tardif. In the internship, noteworthy actions included an Environmental Education project on the Cerrado biome, which integrated a field trail, investigative activities, and field-notebook documentation. Within the scope of PIBID, the experiences comprised the development of three-dimensional didactic materials, dialogic lessons, and laboratory practices involving the study of cells, viruses, and cell division. These experiences enabled a deeper understanding of the complexity of public schooling, the challenges of educational structures, and the need for diversified and contextualized methodologies. They also contributed to the development of pedagogical competencies, critical reflection on teaching practice, and the consolidation of a professional identity committed to meaningful, inquiry-based, and context-oriented Biology education.