METODOLOGIAS ATIVAS E PRÁTICA REFLEXIVA: EVIDÊNCIAS DO ESTÁGIO SUPERVISIONADO PARA A FORMAÇÃO DE PROFESSORES DE CIÊNCIAS/BIOLOGIA

Abstract

This article presents a reflection on the formative process experienced in the Supervised Curricular Internship of the Biological Sciences Degree course at the Federal Institute of Goiás – Ceres Campus. The internship was developed in a municipal school in Vale São Patrício and the study adopted a reflective narrative approach, seeking to understand the role of the internship as a space for learning and professional development. The stages of observation, semi-teaching and teaching allowed for direct experience of the challenges and possibilities of the school context, stimulating autonomy, creativity and the ability to adapt to the unforeseen events of teaching practice. The theme defined for the pedagogical intervention was Sexually Transmitted Infections, and the importance of active methodologies in the teaching-learning process was demonstrated through the creation and use of a board game. It is concluded that the supervised internship constitutes a privileged space for teacher training, promoting the articulation between theory and practice and strengthening the teacher's commitment to a critical, reflective and transformative education.