Supervised curricular internship in sciences and Biology

learning, challenges and motivation for teaching

Abstract

This work aims to analyze the Supervised Curricular Internship experiences of students from the Biological Sciences Degree Course of a Federal Teaching Institution. The documentary research was carried out based on the observation and conducting internship reports, in the period of 2017 to 2019. The undergraduate students' perceptions about being a teacher were raised from the experience of the internship, emerging three categories: Learning / Positive Factors; Impasses / Difficulties; and Motivation (or not) for teaching. The data revealed the importance of the Internship as a formative moment which brings students closer to the school reality and the complex routine that involves the teaching profession.