A construção da identidade docente a partir das vivências no Estágio Supervisionado: um estudo de caso no curso de Geografia da Unioeste de 2014 a 2024 – Campus Francisco Beltrão (PR)

Abstract

This study analyzes the construction of teacher identity based on the experiences in the Supervised Internship in the Geography Undergraduate Program at the State University of Western Paraná (UNIOESTE), Francisco Beltrão Campus (PR), from 2014 to 2024. The research aimed to understand how the supervised internship contributes to the initial training and professional identity formation of future Geography teachers. This is a qualitative, documentary research, whose corpus consisted of the course’s Political-Pedagogical Project, the Internship Regulations, and the reports produced by the undergraduate students throughout the period. Data were analyzed using content analysis, according to Bardin, through the construction of analytical categories that highlighted the internship as a space for the articulation between theory and practice. Results indicate that the supervised internship plays an essential formative role, favoring the appropriation of teaching knowledge, especially experiential knowledge. At the same time, limitations were identified, such as the fragmentation between theory and practice, insufficient teaching hours, and limited pedagogical supervision, indicating the need for adjustments in the organization of the internship to enhance its formative character. It is concluded that the supervised internship is fundamental for initial teacher training and for building teacher identity in Geography, and should be strengthened as a space for critical, reflective, and socially committed professional development.