Multi-resources for geographic education in high school: reflections and experiences of supervised internship

Abstract

Geography, as a school subject, is often seen by students as an area of uninteresting knowledge and without concrete applicability. This work aimed to present the didactic experiences carried out in the context of the Supervised Internship in Geography of the graduation course at Universidade Estadual da Paraíba (UEPB), as well as to ratify the importance of this stage of training for future teachers. The activities were carried out at Escola Cidadã Integral Assis Chateaubriand, located in Campina Grande-PB, contemplating a class from the 2nd year of high school. For this purpose, the developments of the internship fell back on the study of texts related to initial training, teaching practice and the use of multidisciplinary resources in the teaching of Geography in order to plan differentiated activities, contrary to the massive persistent traditionalism in education and broadening the vision on geographic approaches in high school. As a result, it was possible to ratify the importance of the supervised internship for teacher training and the diversification of didactic resources in the teaching of Geography on the school floor, in the view of the significant increase in students' interest in classes. It was also possible to verify a process of reframing the presence of the trainee in the school, whose approximation between basic education and higher education, also benefits the conducting teacher and the students. The use of materials considered traditional has also been reframed, since the tiring character is based on the lack of dynamics with the resource, not on the didactic resource itself.