Estágio supervisionado nas licenciaturas em química: um estudo de caso no âmbito das instituições de ensino superior públicas da amazônia amapaense

Abstract

This research investigated the role of the Supervised Curricular Internship in the Chemistry Licentiate degree courses at the State University of Amapá (UEAP) and the Federal Institute of Education, Science, and Technology of Amapá (IFAP/Macapá Campus), analyzing the conceptions of the pedagogical agents involved and the articulation between theory and practice in teacher training. Motivated by reflections on the process of becoming a teacher, the research explored the transformations of the internship, influenced by educational, political, cultural, ideological, economic, and social changes, highlighting the role of legislation, such as Law No. 9.394/1996 LDB of 1996, and the resolutions of the National Education Council (CNE) of 2001, 2002, and 2015, in addition to the conceptions of the supervising professors. Currently, the official and institutional documents that regulate the internship contribute to the development of the process, emphasizing the critical-reflective perspective as the articulating axis of theory and practice.The study sought to answer how the conceptions of the pedagogical agents and the theory-practice articulation influence teacher training. A qualitative methodology was used, with documentary analysis of PPCs, semi-structured interviews with supervising professors and internship supervisors, and a bibliographic and documentary study. The research was developed in three stages: bibliographic survey, data analysis, and interpretation of results. The analysis of the documents allowed comparing regulatory intentions with the actions developed by the professors and understanding the role of the internship in theoretical and practical training, identifying the challenges faced by the licentiates and their implications.The analysis concludes that the internship is crucial for the training of Chemistry licentiates, providing unique experiences that contribute to the construction of professional identity, learning with active teachers, and classroom experience, applying theory and significantly benefiting students. The research highlighted the need for closer ties between university and school for the development of the internship, seeking to improve teacher training and ensure a more effective transition to professional practice. The comparison between the PPCs of IFAP and UEAP revealed that the former presents more comprehensive information about the internship, contributing to greater clarity and understanding of the competencies involved.