2026-05-202026-05-202015-03-30MACHADO, Elane Cardoso. O que dizem professores de ciências quando atuam como supervisores de estágio? Orientadora: Darlene Teixeira Ferreira. 2015. 42 f. Trabalho de Curso (Licenciatura em Ciências Naturais) – Faculdade de Ciências Naturais, Campus Universitário de Breves, Universidade Federal do Pará, Breves, 2015. Disponível em: https://bdm.ufpa.br/handle/prefix/9551. Acesso em: .https://bdm.ufpa.br/handle/prefix/9551In recent decades the formation process of teachers has been increasingly investigated, leading discussions and debates between those dedicated to research the training of teachers. The researchers are dedicated to research different aspects related to training, namely: initial training, continuing education, shortcomings in training, lack of articulation between theory and practice in training, among others. The objectives of this research were: (1) Know the design of science teachers who work as teachers/internship supervisors about the importance of supervised training for initial teacher training; (2) investigate what feelings are aroused in teachers/supervisors when they receive a trainee; (3) Recognizing the expectations of teachers/supervisors to receive a trainee; (4) Identify problems/conflicts that occur in the relationship between teachers/supervisors and trainees and (5) review the stage of supervised contributions to the initial training of teachers who currently work as teachers/supervisors. For this research we adopt the principles of qualitative research, conducted literature searches and field research. As data collection instrument used the interview. The subjects form 10 science teachers who work in the final years of elementary school in the Brief of local schools. Data were analyzed using the principles of content analysis. Through research, we found that the Supervised Internship provides a number of concepts and learning the teacher- supervisor. The teachers interviewed recognized the importance of the undergraduate stage, portraying in their speech aspects that mark the time you come in contact with the licensees, and the coexistence of both in the school context. It was noticed that some of these teachers is aware of its importance in the training of undergraduate students, and who care about the level of utilization of learning that the stage can provide. However, when asked teachers how the Supervised Internship contributed in their initial training, clearly one can see that most of them did not answer that because it is already in the classroom acting as a teacher before graduation, only credited the hours as stage.Acesso AbertoEstágio supervisionadoEnsino de ciênciasProfessor-supervisorFormação de professorSupervised trainingScience educationTeacher-supervisorTeacher trainingCNPQ::CIENCIAS HUMANAS::EDUCACAO::ORIENTACAO E ACONSELHAMENTO::ORIENTACAO EDUCACIONALTrabalho de Curso - Graduação - Monografia