Cartografia e devir: trajeto formativo de licenciandas em Química no estágio curricular supervisionado

Abstract

This research investigated the Supervised Curricular Internship and its influence on the formative trajectory of undergraduate Chemistry students at the Federal University of Amazonas (UFAM), drawing on the contributions of the Philosophy of Difference, highlighting experiences, challenges, and possibilities. Crossed by the researcher's trajectory, originating from a community in the interior of Amazonas, the investigation was carried out with evening-program undergraduate Chemistry students during the Supervised Internship course. The study is grounded in a post-structuralist perspective, anchored especially in the contributions of Gilles Deleuze and Félix Guattari, and adopts cartography as a methodological approach. Methodologically, participants' narratives and field notes produced throughout the internship process were analyzed. The cartography revealed that the Supervised Curricular Internship operates as a formative territory crossed by challenges: tension between theory and practice, distance between university and school, insecurities regarding classroom teaching, difficulties in classroom management and in mediating Chemistry content, structural limitations of schools, and the specific conditions of evening education, but also by formative possibilities, such as the production of learning in encounters with school teachers and students, the invention of pedagogical strategies, and the expansion of problematizations concerning teaching practice. The cartographic analysis gave rise to conceptual characters: becoming-teacher-titica-vine, becoming-teacher-bee, becoming-teacher-caiámucua (young turtle), becoming-teacher-owl, becoming-teacher-leafcutter-ant, becoming-teacher-hawk, becoming-teacher-spider, becoming-teacher-butterfly, which express the singularity of formative trajectories and the connections established within the internship territory. These movements produced shifts in ways of thinking about Chemistry teacher education, configuring the internship as a space of experience, creation, and the production of becomings in teacher education.