Concepções docentes e discentes acerca do papel do estágio supervisionado na formação dos/as licenciandos/as em química do IFPE campus Ipojuca

Abstract

Several studies show us that a Supervised Internship allows the undergraduate to integrate the theoretical and practical knowledge acquired as an undergraduate, reflecting on the observations and life experiences in the school environment and the future teaching profession. Based on Pimenta and Lima (2012), Wielewicki (2010) and Andrade (2017) we understand the Supervised Internship as a space for meaningful learning about how the undergraduate will act as a teacher, reviewing their concepts, constructing and reconstructing knowledge inherent to teaching. This final term paper sought to verify the perceptions about the role and importance that the Supervised Internship has in the training of undergraduates in Chemistry of Federal Institute of Pernambuco (IFPE) - Campus Ipojuca. Thus, we identified and analyzed the perceptions of people directly involved in the development of Supervised Internship in this institution: counselors, undergraduates and members of the Coordination of Supervised Internship. In a qualitative research, the resulting data showed that both the teachers and the undergraduates participating in the research understand the role and importance of the Supervised Internship for the training of teachers committed to promote improvements in the teaching of Chemistry.