Estágio em pedagogia: uma reflexão sobre as dificuldades do exercício da docência

Abstract

The curricular supervised internship is a moment of discovery and learnings, doubts and uncertainties during degree and, mainly, teaching practice. It is time to rethink the relationship between practice and theory learned in graduate school. In this way, the undergraduate thesis presents the importance of discussing about the difficulties that the trainees of Pedagogy Course faces on the teaching practice in the supervised internship. We perform the research using the qualitative approach and bibliographical methodology, in which we seek the theoretical contribution of authors like Paulo Freire (2018), Pimenta e Lima (2012), Almeida (2014), and others, that allowed access to the aimed knowledge. We describe situations of the supervised internship through the application of a questionnaire from which it was possible to identify the main difficulties, suggestions and experience of internship with the undergraduate students of the Pedagogy Course of a public IES. Based on what was researched, it we identify the presence of several moments of difficulties of the subjects during the Supervised Internship in different perspectives, referring to the teaching practices related to graduating gaps and lack of mastery of school contents are some examples.