A constituição para a docência e o estágio supervisionado das licenciaturas em ciências biológicas: um estudo comparativo em instituições públicas de Manaus, Amazonas

Abstract

The present study aimed to analyze the role of the supervised internship in the Biological Science Degree Course, in order to understand how the training of Biology teachers occurs at this stage. The corpus of the research was the current legislation on teacher training and supervised internship, pedagogical projects, teaching plans for the courses of the public institutions of higher education in Manaus and also questionnaires applied to supervised interns and supervisors of supervised internships I and IV. The results of the research indicate that the degrees studied have characteristics specific to each institution. The Pedagogical Projects contemplate aspects determined by the current resolution. They emphasize the concern with the licensee to develop and investigate practice of their reality, analyzing their teaching practice always in a critical way. The institutions present regency only as a moment for the intern to teach classes without considering the investigative stance. The Teaching Plans are in line with the guidelines requested by the official documents, although with some features of the technical model. In institutions, the internship starts from the fifth period, with observation in the initial stage and conducting in the last stage. Activities such as reading texts and discussion, exposure of experiences lived by interns in schools, textual productions, internship reports, application of research projects and/or productions of articles occur. The interns suggested a closer relationship between the university and the school, more time to develop pedagogical practices; increase the intern’s time at school; solve possible unforeseen events that hinder the internship plan, such as the strike; schools closest to their homes; match the calendars between university and school; the supervising professors welcome the intern, provide the programmatic content of the discipline, guide for the elaboration and correction of activities and evaluations; some contest the absence of the tutor at the school for a more rigorous monitoring of the intern.