INTEGRATING KNOWLEDGE IN PRATICE: INNOVATIVE EXPERIENCE IN TEACHING INTERNSHIP

Abstract

This article presents a critical analysis of experiences developed during the teaching internship of the Graduate Program in Science and Mathematics Education of the Amazon Network for Science and Mathematics Education, carried out in the Didactics discipline which is offered in the fifth semester of the Biological Sciences Degree course at the Federal Institute of Education, Science, and Technology of Tocantins, Araguatins campus, Brazil. The objective was to contribute to the critical training of future Science and/or Biology teachers by preparing them to reflect on the profession, the importance of pedagogical training in the teaching-learning process, and to act in a transformative manner in Basic Education. This is a qualitative and descriptive experience report based on studies by Libâneo (2017), Candau (2014), Julia (2001), Hofstetter and Schneuwly (2017), and Veiga (2011), among others who discuss Didactics, teacher training knowledge and school culture. Results indicate that doctoral internships enabled the adoption of innovative practices, combined with proposed content, which allowed a critical reflection about the categories of knowledge that constitute professional knowledge and the recognition of Didactics as an essential discipline for the exercise of pedagogical practice.