Supervised Internship, curriculum and critical-reflective training

Abstract

This article is the result of research conceived from the need for knowledge and theoretical-methodological improvement that nourish and reframe teaching practice. The objective was to analyze the role and relevance of the curriculum in the plural and critical-reflective education of graduates from Geography courses, based on an analysis of reports arising from Supervised Internship experiences. The research adopts a qualitative approach, and the data collection instruments focused on the analysis of official documents related to education, the Course Pedagogical Project, and reports submitted by students at the end of the discipline. The curriculum permeates the entire educational process and what happens within the school environment, as well as the importance of discussing it. Reflecting on and rethinking formative contributions can further support this teacher education process in a broader sense. It is highlighted that the institution should pay greater attention to internships developed at the Oiapoque campus, in the far north of Brazil, offering, as noted at some point in this study, the opportunity for internships to be conducted in schools beyond those where such activities are usually carried out.