The role of the Supervised Curriculum Internship in the (de)colonial training of Countryside teachers in Nature Sciences in the state of Goiás

Abstract

Few studies have proposed to address the Decolonial Training of teachers in the LEdoCs, so this study aims to analyze the role of the Supervised Curricular Internship of Degrees in Education in the State of Goiás in the positive promotion of Decolonial Teacher Training. The construction of data for this research was based on reading the Political-Pedagogical Projects of the Degrees in Rural Education and semi-structured interviews with teachers and managers, active in the second half of 2022, in the two courses that exist in the State of Goiás. It is concluded that the Supervised Internship, as a mandatory subject of both courses, is a moment of teaching learning, as well as a moment of analysis of the real context, going against teacher training in the decolonial perspective, which starts from the exercise of analysis and reflection on praxis, in order to unveil the school routine through the insertion of the trainee student in the field of professional activity. Furthermore, it is essential to train a critical professional, who values the knowledge of teaching practice, through reflection and analysis of theoretical and practical knowledge.

Keywords

• graduation
• rural education
• teacher training
• teaching internship.