Contributions of the supervised internship to the formation of professionals in chemistry teaching in the South of Amazonas: an experience report

Abstract

The present work aims to report the importance of Supervised Chemistry Internship for the initial formation of the future teaching professional, and its contributions to the construction of knowledge and teaching identity, as well as providing critical reflection on the processes of knowledge production that involve the context of Chemistry teaching. The methodology includes a literature review and a descriptive qualitative approach of the experiences lived during the Supervised Chemistry Internship. This report is described from the stages of observation, participation, and regency in a reflective and critical way of the context of Chemistry teaching experienced in the internship. Interpersonal relationships, school infrastructure, evaluation process, and teaching practice were observed, dimensions that influence school education. The activities/strategies used for the development of classes during the regency prioritized the effective construction of students' knowledge, considering the recurrence of the subject in exams/entrance exams and the promotion of scientific knowledge. Therefore, the Supervised Chemistry Internship contributed to the relation between theory and practice, to the teaching process, and to the learning of Chemistry, from the experiences lived during the stages of the internship, and also contributed to critical reflection on the entire educational field and thus promote the construction of the future teacher's identity as an agent of transformation of society.