THE RESIGNIFICATION OF SUPERVISED INTERNSHIP IN TEACHER EDUCATION: THE INTERNSHIP FIELD AS A CONCRETE REALITY

Abstract: This article deals with teacher education in Geography and problematizes the need to overcome the dichotomous perspective of the internship as a practical activity to the detriment of a theoretical corpus. The objective of this work is to propose a reflection on the construction of a new identity for the supervised internship activity from its resignification through the understanding of the internship field as a concrete reality. Among the authors that make up our theoretical construct are: Thiollent (1986), Libâneo (1990), Vasconcelos (2002), Pimenta e Lima (2006), Stefanello (2009), among others. The methodology used was the bibliographic research articulated the action research. The results obtained demonstrate the need to approach the teaching with the school reality and the student himself as a concrete subject. From this perspective, positive results are observed with the proposition of a teaching-learning project based on elements of the reality experienced by the student regarding the construction of meaningful learning for both students and teachers in training