PERIPHERAL REALITIES AND EDUCATION: THE SUPERVISED CURRICULAR INTERNSHIP IN GEOGRAPHY AS A SPACE FOR ANALYSIS AND ACTION

Abstract

Compulsory Supervised Internships in Geography are considered by many students to be one of the most challenging moments of the course, as they give them their first contact with the school environment in a new role, that of future teacher. This anxiety can be felt most strongly when doing internships in schools in peripheral neighborhoods, which offer few resources and often poor infrastructure, in addition to the social and economic problems faced by the students, plus state negligence in the school environment, such as infrastructure in nearby streets, thus making access difficult. In the midst of this scenario, there is the post-pandemic return to school, with a high learning deficit due to the remote period in which teachers, and especially students, faced difficulties with technological resources that could ensure at least a minimum of learning. Therefore, this paper aims to analyze the Supervised Curricular Internship in Geography at school. The method used is based on historical and dialectical materialism, which conceives social reality in its totality and the contradictions related to the Supervised Curricular Internship in Geography. Consequently, for these reflections and results, works were used that address the themes presented here in an exemplary manner, emphasizing the importance of reflections on practice in an attempt to maximize results on an ongoing basis.