As percepções do estágio supervisionado em ambientes não escolares na formação do licenciando em letras: um estudo de caso em Muaná-PA

Abstract

This study investigates the perceptions of Supervised Internship IV in the teacher training of undergraduates in Letters at UFRA, through PARFOR, conducted in non-school environments. The reflexive self-narrative seeks to understand how this experience influences the construction of the teaching identity, especially in the preparatory course for the ENEM, called "Enhancing Knowledge", at the State High School Dr. Sérgio Mota, in Muaná, Pará. The research addresses educational legislation, such as Federal Law No. 9,394/96, and theoretical references such as Reis and Magalhães (2016), Silva (2015), and Santos (2018). Adopting a qualitative approach, it relates the self-narrative to the case study, conducting observations and analyses of Portuguese Language teaching practices, seeking to identify effective strategies and propose suggestions for teaching improvement. The results highlight the importance of supervised internship for the development of practical and reflective skills of future educators. The analysis of the self-narrative and the learning sequence applied in the "Enhancing Knowledge" prep course demonstrates the effectiveness of the integration between theory and practice, contributing to the consolidation of content and the strengthening of students' autonomy. It is concluded that Supervised Internship IV is essential to prepare undergraduates for the challenges of teaching, providing them with a solid foundation and inspiring them to assume a relevant role in the field of education.