Formação de professores pela pesquisa no Estágio Supervisionado: a compreensão do ambiente a partir da alimentação escolar

Abstract

The present study has the objective of evaluating the educational processes developed by a stage of the supervised internship in the process of initial teacher training that seeks to make possible the understanding of the relationships that the school establishes with the environment of its surroundings as well as with its community. The supervised internship proposed, based on Critical Environmental Education, to understand the environment through school feeding, taking into account the social, political, economic and environmental relations of food production, distribution and consumption. For this understanding, a research was carried out, of collective construction with the undergraduates. At the end of the semester, students were asked to answer a questionnaire evaluating the activities developed during the period in their teacher training process. This questionnaire was used to analyze the work. For the analysis, the qualitative research method and content analysis were used, where three catefories were found: “importance of classroom management”, “environmental education and food sovereignty” and “teacher-researcher and teacher training”. After the analysis and discussion, it was possible to perceive the influence of the activities of the internship in the process of initial teacher training, in which the processes of teacher identity formation were overcome and the dichotomy between theory and practice was overcome, making it clear that activities like this can be replicated in order to contribute to the critical training of teachers and environmental educators.