Estágio supervisionado III: prática docente no ensino médio: experiência na Escola Estadual Nossa Senhora da Imaculada Conceição

Abstract

The aim of this report was to develop teaching practice at secondary school level during Supervised Teaching Placement III, through the design and implementation of teaching materials, the monitoring of the teaching and learning process, and the analysis of experiences gained in the classroom. The study is justified by the importance of the teaching placement in initial teacher training, as it facilitates the integration of theory and practice, provides an understanding of the school environment, and fosters the development of essential pedagogical skills for professional practice. The research was carried out at the Nossa Senhora da Imaculada Conceição State School in Benjamin Constant (AM), in the subjects of Biology and Geography, with Year 1 and Year 2 secondary school classes. A qualitative-quantitative approach was adopted, using the case study as the research method and simple observation for data collection. The activities included lesson planning, drawing up teaching plans, producing teaching materials, applying active teaching methodologies, carrying out assessment activities, and recording the experiences in a field diary and through photographs. The results showed that the use of teaching resources, such as slide presentations, educational games, word searches, crosswords and question-and-answer activities, fostered the students’ interest, participation and learning. It was also possible to identify differences in class performance relating to commitment, participation and learning difficulties, enabling adjustments to be made to teaching strategies. The assessments showed satisfactory results in most classes, although challenges such as indiscipline, the absence of some students and the need for greater individual support were observed. It can be concluded that the teaching placement contributed significantly to the development of teaching identity, strengthening skills in lesson planning, methodological adaptation and learning facilitation. The experience demonstrated that the use of diverse methodologies, combined with continuous reflection on practice, fosters a more participatory, contextualised and meaningful teaching- learning process, whilst also preparing the future teacher for the challenges of basic education.