THE SUPERVISED TRAINEESHIP: KICKERS AND ADVANCES IN GEOGRAPHY TEACHER FORMATION

Abstract

Considering supervised traineeship as a pedagogical project, on which the student will address all the attention, to develop his/her geographical comprehension and, doing this, explain the world and its transformations, it was aimed to bring this topic to be debated. This report has an objective to discuss, besides the supervised internship, some misunderstandings in the pedagogical practice of the Geography. The analysis presented here derives from the following considerations: What’s the role of the supervised traineeship in the formation of a teacher? What technical assumptions can guide a changing teaching practice? To guide the comprehendion of this meditation, we present a provoking issue. During the bachelor degree period, are the students given knowledge of methodologies/ didactics which can be the basis to face the threats and challanges that are part of the everyday school routine? Our intention is to think about the ways we can penetrate concretely in the teaching practice. The methodology of this work is based on the analysis and proposals of authors that lean on all the details of supervised traineeship, concentrating, mainly, on those that establish connections between the teaching process and Geography. From the undertaken analysis, it was concluded to be necessary to set basis to build a pedagogical politic project, which can at the same time focus on the formation of the teachers and give instrumental to help a critical education.