2025-10-012025-10-012025-09-18BITENCOURT, Antonilda da Silva. O estágio supervisionado como espaço de aprendizagem e reflexão no ensino fundamental: práticas e desafios no processo de alfabetização em uma turma de 5º ano. Orientadora: Crisolita Gonçalves dos Santos Costa. 2025. 31 f. Trabalho de Curso (Licenciatura em Pedagogia) – Faculdade de Educação e Ciências Sociais, Campus Universitário de Abaetetuba, Universidade Federal do Pará, Abaetetuba, 2025. Disponível em: https://bdm.ufpa.br/handle/prefix/8655. Acesso em:.https://bdm.ufpa.br/handle/prefix/8655The present work originated from the experiences lived during the supervised internship in a public municipal school in the city of Abaetetuba-PA, more precisely in a 5th-grade elementary school class. Faced with numerous questions about the supervised internship, its contribution to the construction of teacher identity, and the development of pedagogical practices, the objective of this study is, therefore, to analyze the supervised internship as a space for learning, reflection, and intervention, highlighting its contributions to teacher education and the confrontation of pedagogical challenges in elementary education. For the mentioned analysis, qualitative research was used, with a descriptive and reflective approach, involving systematic observations, field notes, and documentary analysis of the school’s Political-Pedagogical Project (PPP), based on the analysis of the experiences lived during the supervised internship. The reflections of this experience were grounded in theoretical references that stand out in the discussion of teacher education and pedagogical practice, among them, Pimenta (1995); Pimenta and Lima (2012), who propose a conception of supervised internship that goes beyond the traditional view of practice as mere content application; Tardif (2002, 2014), who conceives teaching knowledge as multiple, dynamic, and socially constructed throughout one’s career and professional interactions; and Paulo Freire (1970, 1996), who understands the internship as an investigative, reflective, and transformative practice. The results of this research highlighted both the potential of the internship in consolidating teaching knowledge, fostering an investigative attitude, and strengthening critical praxis, as well as the challenges imposed by the structural conditions of the school, the socioeconomic vulnerability of families, and the historical gaps in the literacy process. It was observed that 5th-grade students still did not master basic reading and writing skills, revealing the structural nature of school failure. In this context, it is concluded that the supervised internship is not merely a curricular requirement, but a privileged space for learning, research, and intervention, enabling future teachers to understand the contradictions of the educational system and to build ethical, inclusive, and transformative pedagogical practices.Acesso AbertoEstágio supervisionadoFormação docenteAlfabetizaçãoEnsino fundamentalSupervised internshipTeacher educationLiteracyElementary educationCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - ArtigoAttribution-NonCommercial-NoDerivs 3.0 Brazil