Teaching practice in Youth and Adult Education: Reflections from a supervised internship in Biological Sciences
DOI:
https://doi.org/10.33448/rsd-v14i10.49795Keywords:
Supervised Internship, Youth and Adult Education, Teacher Training, Inclusion, Biological Sciences, Teaching.Abstract
The present article aims to report and analyze the experiences developed during the Supervised Internship II, carried out at Escolas Municipais Reunidas Castro Alves, located in the municipality of Jiquiriçá, in the state of Bahia (BA), with a class from the Youth and Adult Education Program (EJA), stage VI B. The internship, totaling 100 hours, involved classroom observation, lesson instruction, and the development of pedagogical activities focused on the food chain and human body systems. The methodological approach is qualitative, based on experience reporting and critical reflection. The results indicate greater student engagement when the content is connected to their daily lives and when visual resources and hands-on activities are employed. They also highlight the need for pedagogical adaptations for students who are still in the literacy process. Teacher supervision and collaborative work proved fundamental for improving teaching strategies. It is concluded that the internship in EJA contributes to the consolidation of teaching competencies, emphasizing methodological flexibility, affective mediation, and reflective practice as key elements for inclusive and transformative teaching.
References
Almeida, M. I., & Pimenta, S. G. (2014). Estágios supervisionados na formação docente. São Paulo: Cortez.
Barreiro, I. M. F., & Gebran, R. A. (2006). Prática de ensino e estágio supervisionado na formação de professores. São Paulo: Avercamp.
Bernardy, K., & Paz, D. M. T. (2012). Importância do estágio supervisionado para a formação de professores. Anais do Seminário de Ensino, Pesquisa e Extensão da Universidade de Cruz Alta.
https://unicruz.edu.br/seminario/anais/anais-2012/ccs/importancia%20do%20estagio%20supervisionado%20para%20a%20formacao%20de%20 professores.pdf
Bogdan, R., & Biklen, S. (1994). Investigação qualitativa em educação: uma introdução à teoria e aos métodos. Editora Artmed.
Brasil. (2008). Lei n.º 11.788, de 25 de setembro de 2008. Diário Oficial da União. https://www.planalto.gov.br/ccivil_03/_ato2007-2010/2008/lei/l11788.htm
Corrêa, C. C. (2021). Formação de professores e o estágio: articulações institucionais. Educação e Realidade, 46(2), 1–18. https://www.scielo.br/j/edur/a/pjSC…
Freire, P. (1997). Pedagogia da autonomia: saberes necessários à prática educativa (20ª ed.). Editora Paz e Terra.
Li, H. (2025). Reflective practice for pre-service teachers' professional development. SAGE Open, 15, 1–12. https://doi.org/10.1177/21582440251363136
Libâneo, J. C. (2013). Didática (3ª ed.). Editora Cortez.
Lima, J. G. (2025). A educação de jovens e adultos no Brasil: desafios no contexto pós-pandemia. Revista Ibero-Americana de Humanidades, Ciências e Educação, 11(3), 158–176. https://doi.org/10.51891/rease.v11i3.18413
Minayo, M. C. S. (2012). O desafio do conhecimento: pesquisa qualitativa em saúde (14ª ed.). Editora Hucitec.
Moran, J. M. (2018). Novas tecnologias e mediação pedagógica (3ª ed.). Editora Papirus.
Nóvoa, A. (1995). Os professores e a sua formação (2ª ed.). Lisboa: Dom Quixote.
Pimenta, S. G., & Lima, M. S. L. (2008). Estágio e docência (3ª ed.). Editora Cortez.
Silva, M. A. (2024). Impactos do estágio supervisionado na formação inicial: revisão sistemática. Preprints. https://preprints.scielo.org/index.php/scielo/preprint/download/9210/17191/17777
Suphasri, P. (2021). Reflective practice in teacher education. International Journal of Teacher Education, 12(3), 45–60. https://eric.ed.gov/?id=EJ1334998
Schön, D. A. (2000). Educando o profissional reflexivo. Editora Makron Books.
Tandfonline. (2025). Advancing pedagogical excellence through reflective practice. Reflective Practice Journal, 31(2), 100–118. https://doi.org/10.1080/14623943.2025.2504143
UNESCO. (2021). Adult learning and education in the post-pandemic world: policy brief. UNESCO Publishing.
Y. Kolajo. (2025). Reflective teaching practices among pre-service teachers. Journal of Teacher Education, 76(4), 300–315. https://doi.org/10.1080/…
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Flavia Jesus Santos, Isabel de Jesus Carvalho
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
