Formação de professores de Educação Física na UFPA: um estudo baseado no estado do conhecimento acerca das percepções do estágio curricular supervisionado

Abstract

This article analyzes perceptions related to the Supervised Curricular Internship (SCI) in the Physical Education Teaching Degree program at the Federal University of Pará (UFPA), based on a study grounded in the State of Knowledge. The main objective is to understand how the SCI contributes to the connection between theory and practice, as well as to strengthen teaching identity and promote reflective and critical pedagogical practices. The methodology employed follows a qualitative approach and is based on a literature review, with data constructed from platforms such as Google Scholar and SciELO, following the methodology proposed by Romanowski and Ens (2006). Authors like Pimenta and Lima (2012) and Freire (1996) were central references for the critical analysis, emphasizing the role of internships as an essential formative space for the development of teaching identity. Preliminary findings highlight that the SCI plays a crucial role in integrating theoretical and practical knowledge, contributing to the formation of reflective and critical teachers.