Contribuições e dificuldades do estágio supervisionado obrigatório na Licenciatura em Química da UFRPE: um olhar dos licenciandos ao longo do processo formativo.

Abstract

In undergraduate courses, supervised internships are mandatory curricular components that aim at teaching-learning related to didactics-pedagogical, providing the graduate with participation in real life and work situations, for this reason it is essential to evaluate what contributions and difficulties the students of the Chemistry Degree course of the Universidad Federal Rural de Pernambuco (Federal Rural University of Pernambuco) face, during the period designated for their mandatory supervised internship. Among the main aspects that were evaluated, we mention the school (internship field) and the educational institution. To achieve this objective, a qualitative research was conducted for data collection, in which questionnaires were used, these being the main information for data collection for this study. In addition, research aimed at theoretical contribution was carried out in order to improve the understanding of the conception of supervised internship and its contributions to students over the years. Thus, the present study had as object of study, the graduates enrolled in the discipline that corresponds to the last supervised internship of the curriculum and/or students who finished this curricular component. This criterion, in relation to the choice of this group was due to the accumulation of experiences obtained in the interval of two years taking into account that in total there are four internships, being one subject (internship) per period (semiannual), for this reason their opinion about the experiences lived would be more complete, since they have already gone through all the internships provided in the curricular matrix for the undergraduate course. Therefore, the chosen group would bring the contributions and difficulties experienced in a longer time interval in a more consolidated way. Through the data analysis it was possible to observe the importance of supervised internship for undergraduate students and the hard work of the teaching practice. Moreover, it is worth mentioning the change in the view of graduates in relation to internships, in the present times, they occupy a fundamental part of their teacher education. The greatest relevance of this was due to the very change of conception of undergraduate students, since for them, today internships are extremely necessary, quite different from years ago when theory and practice were separated and practice was done only to respond to legal requirements.