Contribuições do estágio supervisionado para os licenciandos em ciências biológicas do IFPI, campus Teresina-Central

Abstract

This work consists of an investigation on Supervised Internship in the Biological Sciences course at IFPI, Teresina-Central campus, which points out problems of internship in the theory and practice relationship, contributing to a better teacher education in view of the changes in the social context, in legislation and policies educational, bringing the need to place the internship as a focus of analysis in undergraduate courses. In this sense, the objective was to understand the contributions of the Supervised Internship from the perspective of undergraduates in Biological Sciences at IFPI, Teresina-Central campus. And as specific objectives: 1. Identify the importance of the Supervised Internship from the perspective of undergraduates in Biological Sciences at IFPI, Campus Teresina – Central; and 2. describe the difficulties and contributions experienced in the Supervised Internship by undergraduate students in Biological Sciences at IFPI – Teresina Campus – Central. In view of the research object, we used the qualitative methodology. The participants are 05 graduates of the Biological Sciences course at IFPI, in the different curricular modalities of supervised internship, whether face-to-face or remote. To deepen the theme and in the search to respond to the objectives, documentary research and semi-structured interviews were used for reflections. This analysis was supported by Pimenta and Lima (2012), Tardif (2000), Barreiro and Gebran (2006) among others. The study in question shows that the alignment between the documents that ensure the structuring of the internship in Brazil, as well as those that support the functioning of the internship in the institution. Regarding the interviews, the speeches of the students, in addition to highlighting the importance of the internship for teacher education, showed that the main difficulties faced by them end up connecting the lack of communication and coexistence between the University and the field-school, which ends up reducing the possibilities that the internship moment can provide not only to teachers in training, but to everyone involved in this process. For this reason, thinking of ways to establish a link between these two spheres, in addition to internship contracts, can make teaching even more viable and attractive to interns and, consequently, to students and teachers at schools.