The role of curricular stage supervised in teaching training in the area of natural sciences

conceptions of trainees regarding the practice of teaching

Abstract

This article approaches the Supervised Curricular Internship of the Degree Course in Biological Sciences of the Federal University of Uberlândia. It aimed to give due attention to the speeches of undergraduates who have completed internships in certain schools in Uberlândia, and to relate the main themes prioritized by them in order to deepen the understanding that interns have about various practical aspects of the internship, discussing aspects of how the internship is held at school. It is a qualitative research of explanatory nature, which seeks to understand what occurs in the school space as well as in the relations between university and public school, therefore in the present study we used the Discursive Textual Analysis (DTA). In this way, it was possible to identify five categories that emerged from the analysis: valorization of the practice; obstacles encountered; conflicts; overcoming; reflections and practice assessment. With this, the study indicates the exercise of reviewing practices and models, in order to contextualize the teaching work and the school in a reflective way.