2026-06-252026-06-252026-03-04JESUS, Luciana Pena de. O ensino de Ciências na realidade camponesa: um relato de experiência do segundo estágio supervisionado. Orientador: Marcio Rogério da Silva. 2026. 24 f. Trabalho de Curso (Licenciado em Educação do Campo) - Faculdade de Etnodiversidade, Campus Universitário de Altamira, Universidade Federal do Pará, Porto de Moz, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9646. Acesso em:.https://bdm.ufpa.br/handle/prefix/9646This article presents an experience report during the Supervised Internship II of the Teaching Degree in Rural Education, with emphasis on Natural Sciences, at the Federal University of Pará (UFPA), Altamira campus. The activities were developed at the Santa Maria Gorete School, located in the Espírito Santo community, Majari River region, in Porto de Moz-PA. The main objective was to analyze the effects of the internship on teacher training, understanding the relationship between academic theory and classroom practice in the context of rural education. The methodology was based on four stages, observation, planning, regency and culmination. During the observation, pedagogical strategies were identified to deal with sensitive topics and the importance of scientific literacy. In the regency, the focus was on the Matter and Energy axis, working on concepts of renewable and non-renewable sources. To overcome the abstraction of the theme and the distance between the content and the students' daily lives, Didactic Transposition and active methodologies were used, such as the construction of models of solar and thermoelectric plants with recyclable materials. The results indicate that manual practice and contextualization with the local reality, mentioning the Porto de Moz plant, increased the engagement and collaborative participation of students. The culmination, held in the format of a science fair, allowed the integration between school and community. In the self-assessment, the overcoming of theoretical insecurities and the need to improve the mastery of innovative methodologies are highlighted. It is concluded that the internship is a vital component for the consolidation of the teaching identity, allowing the future teacher to develop a critical and sensitive posture to the sociocultural specificities of the rural populations.Acesso AbertoEducação do campoFormação docenteCiências da naturezaEstágio supervisionadoTransposição didáticaRural educationTeacher trainingNatural sciencesSupervised internshipDidactic tanspositionCNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMTrabalho de Curso - Graduação - Monografia