A EXPERIÊNCIA DO ESTÁGIO CURRICULAR SUPERVISIONADO NO PROGRAMA DE RESIDÊNCIA PEDAGÓGICA: VIVÊNCIAS PARA A APRENDIZAGEM DOCENTE

Abstract

This Course Completion Work, presented in the format of an experience report, aims to highlight the importance of the Supervised Curricular Internship (SCI) and its contributions to learning and to the construction of teaching identity. The SCI, carried out during the Pedagogical Residency Program (PRP), is an essential component in teacher education, as it provides concrete and practical experiences that strengthen the professional identity development of future teachers. The methodology adopted was qualitative in nature, consisting of a descriptive and reflective experience report based on the records contained in the portfolio developed throughout the supervised internship within the PRP. The portfolio included classroom observations, lesson plans, critical reflections, and records of the pedagogical practices carried out, allowing the analysis of formative experiences and their contributions to the construction of teaching identity and the development of pedagogical competencies. This resource proved to be valuable for the development of autonomy and for building a more conscious and well-grounded pedagogical practice. Through classroom experience, direct contact with students, and interaction with experienced teachers, it was possible to articulate theory and practice, develop a reflective stance, and consolidate essential pedagogical knowledge for teaching practice. The importance of stages such as school diagnosis, lesson planning, classroom teaching practice, and the development of contextualized pedagogical projects became evident. These practices enhanced the understanding of school dynamics and expanded the intern’s ability to plan and intervene according to students’ real needs. During the program, projects were developed using active methodologies, low-cost experiments, and interactive resources, making Chemistry teaching more engaging and meaningful. These strategies contributed to connecting content to students’ realities, promoting more concrete, critical, and participatory learning. The reflection on these experiences showed that the SCI carried out through the PRP contributes not only to the improvement of pedagogical competencies but also to the critical, ethical, and professional development of the future teacher. It is a formative experience that consolidates the teaching process and strengthens the commitment to high-quality, contextualized, and socially relevant science education.