Resumen

DUTRA-PEREIRA, FRANKLIN KAIC; BORTOLAI, MICHELE MARCELO SILVA  y  LIMA, RAFAELA DOS SANTOS. In addition to the report: writing experiences in the chemistry teaching internship. Revista Brasileira de Política e Administração da Educação [online]. 2021, vol.37, n.1, pp.183-206.  Epub 08-Abr-2022. ISSN 2447-4193.  https://doi.org/10.21573/vol37n12021.102385.

In this article, we discuss the importance of writing and preparing pedagogical documents in Supervised Internships in Teaching Chemistry at a university in the interior of Paraíba. We used as a theoretical reference the writings of Schon (2000) and Souza (2013) for teacher training in a critical-reflexive perspective. We rely on Queiroz (2001), Silva (2013), Cabral and Flôr (2016), and Pimenta e Lima (2017) for the inferences about the Supervised Internship. The methodology starts from conceptions of a qualitative approach of descriptive type. We used the diversity of pedagogical documents, which made it possible to understand the knowledge of the experience, the correlation between life history and being a chemistry teacher. Thus, we conclude that the act of writing and registering provided the recognition of nuances in the formation of Chemistry teachers, as well as understanding the need for training that develops writing skills as a process of permanent construction.

Palabras clave : Chemistry Teaching; Teacher Training; Supervised Internship; Records Practice; Pedagogical Documents.

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