O estágio como território formativo: reflexões sobre a aprendizagem docente e a construção da profissionalidade em Geografia

Abstract

This study results from the experience gained during Geography teacher education, integrating theory and practice throughout the undergraduate program. The undergraduate thesis (TCC) is a mandatory curricular component of the Geography course at the Federal University of Uberlândia, serving both as an evaluative requirement and as an opportunity to systematize the knowledge acquired. The centrality of supervised internships is highlighted, regulated by Law No. 11,788/2008 and UFU’s CONGRAD Resolution No. 93/2023, which constitute a privileged space for articulating theory and practice, essential for building a teaching identity. However, this experience is shaped by challenges such as school infrastructure limitations, misalignment between academic and school calendars, and pressures from recent educational policies, including the BNCC and the High School Reform, which tend to diminish the critical nature of teaching. In this context, the study investigates how supervised internships in Geography contribute to teacher learning and the professional development of pre-service teachers. The research adopts a qualitative, descriptive-reflective approach, based on bibliographic analysis and a critical review of experiences carried out during supervised internships in public schools in Ituiutaba-MG, using observations, teaching practices, lesson plans, and systematically recorded reports as sources. The theoretical framework engages with authors discussing teacher education, educational policies, and the role of school Geography. The study is structured into three chapters, covering the theoretical foundation, a diagnosis of the schools, and practical internship experiences, concluding with reflections on the learning outcomes, limitations, and the impact of the internship on the formation and professional identity of future teachers.