Study supervised in Natural Sciences in a Rural School: reflection of pedagogical practices in the initial training of teachers of the Rural Education

• Main Authors: Andiara dos Santos Araújo (Author), Klayton Santana Porto (Author)
• Format: Book
• Published: Universidade Federal do Norte do Tocantins, 2019-01-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 10.20873/uft.rbec.v4e4132; 2525-4863; 2525-4863
• Keywords: Rural Education; Science Teaching; Supervised Internship; Teacher training; Education; L
• Source: Revista Brasileira de Educação do Campo, Vol 4, Pp e4132-17 (2019)

In this article we present a critical-reflexive analysis developed from the activities developed in the Supervised Internship in Rural Education in the area of ​​knowledge of Natural Sciences, carried out during the V semester of the Degree in Rural Education with Qualification in Natural Sciences of the Federal University of the Recôncavo of Bahia (UFRB). The internship was developed in the 2016 school year, in the Nature Sciences curriculum component, in a 7th grade class in the final series of Elementary School, in a rural public school in a rural community located in a municipality in the interior of the state from Bahia. Thus, the objective of this article was to report on the experience of supervised internship development as a way of discussing the importance of the internship in the initial formation of the Rural Science Teacher of Nature. The experiences developed involved individualized learning and training opportunities. These activities took place from participant observations, elaboration of work plan, and pedagogical preparation for the didactic interferences. The article presents descriptions of the actions taken at the school, as well as reflections on the methodologies and practices used in the classroom. In this way, we conclude that the internship provides the necessary subsidies and knowledge to the teaching practice, because this is a central part of our training process, which is the artifice that allows us to interact more closely with daily life and school experiences, especially when dealing with Rural Education.