A profissão docente e a práxis do Ensino de Geografia: reflexões a partir do estágio supervisionado em uma escola pública de Delmiro Gouveia/AL

Abstract

RESUMO: O estágio supervisionado é para os estudantes um importante contato com a realidade profissional. No cenário posto neste artigo, uma estudante de licenciatura em Geografia desenvolveu um minicurso para alunos do ensino médio de uma escola pública sobre a temática de Cartografia. A experiência adquirida através desta atividade foi organizada em reflexões acerca da profissão docente, discussões sobre a práxis do ensino de Geografia e socialização dos relatos dos estudantes que participaram deste processo resultante em significativa aprendizagem. Desse modo, compreende-se que o conteúdo tornou-se mais compreensível diante das diferentes estratégias metodológicas adotadas pela estagiária resultando assim em uma prática exitosa de ensino de Geografia. PALAVRAS-CHAVE: Educação, Ensino de Geografia, Estágio Supervisionado.ABSTRACT In general, supervised internship is an important contact between the professional context and undergraduate students. In this article, an undergraduate student in Geography developed a workshop for students in a high school about Cartography. The experience obtained through this activity was organized in three parts: reflections about teaching profession; discussions in relation to the praxis of Geography teaching; and socialization of student reports that were produced during the workshop, resulting in significant learning. In this way, we understood that the content became more comprehensible than before, considering different methodological strategies that was adopted by the undergraduate student, resulting in a successful practice of Geography teaching.

What is an Internship Report? Contributions to the Construction of its Meaning

“…The internship is a preponderant element in the training in numerous study programmes (Andrade and Mesquita, 2016) in the search to establish dialogues between its theoretical component and the professional performance of the student in training. Thus, the internship is a suitable space for the emergence of stressful situations of and in the learning that are expected to be capitalised in training and reflection, either in the context of the pre-teaching profession (Parveen and Mirza, 2012;Braga, 2015) or in other training contexts of approach to the professional practice (Gomes and Santana, 2019;Lopes et al, 2019). According to Braga (2015) "The internship is an articulating activity of the study programme and should favour a creative and transformative practice" (p. 255).…”