2026-08-052026-08-052026-07-03RIBEIRO, Patrick Rosário. Percepções do estágio supervisionado na EJA: experiências formativas e desafios pedagógicos para educação climática. Orientadora: Priscilany Cavalcante dos Santos. 2026. 34 f. Trabalho de Curso (Licenciatura em Ciências Biológicas) – Faculdade de Ciências Biológicas. Instituto de Estudos Costeiros, Campus Universitário de Bragança, Universidade Federal do Pará, Bragança-PA, 2026. Disponível em: https://bdm.ufpa.br/handle/prefix/9844. Acesso em: .https://bdm.ufpa.br/handle/prefix/9844The supervised internship in Youth and Adult Education (EJA) is an essential stage in teacher training, allowing contact with individuals who have had interrupted schooling and life stories marked by socioeconomic inequalities. This article aimed to reveal the perceptions built during the supervised internship in EJA, highlighting the challenges faced, the teaching strategies used, and the contributions of this experience to critical and inclusive teacher training. Methodologically, the research adopted a qualitative approach of a descriptive and reflective nature, based on the experience report of an internship carried out in a public school within the state education network in the city of Bragança, Pará. The activities took place between October and December 2025, involving observation, participation, and leading a class of 20 students, with a central thematic focus on environmental racism. Data collection was based on direct observations, notes in a field journal and informal conversations with students and the head teacher. The results show that using active methodologies and a variety of resources like artistic images, photos of vulnerable areas, and films was essential in boosting student engagement and critical reflection on climate justice. It was observed that the environmental crisis affects historically vulnerable populations, and that schools should act as a space for dialogue that validates students' prior knowledge. However, low attendance and school dropout emerged as ongoing challenges, highlighting the need for support policies that take into account the specific work and social circumstances of these students. In conclusion, the internship in EJA fulfilled its transformative role, as the reflections that emerged during the internship helped the future teacher develop a teaching practice committed to equity and social justice.Acesso AbertoEducação de Jovens e AdultosRacismo ambientalEvasão escolarEstágio supervisionadoYouth and Adult EducationEnvironmental RacismAchool DropoutSupervised InternshipCNPQ::CIENCIAS HUMANAS::EDUCACAOTrabalho de Curso - Graduação - MonografiaAttribution-NonCommercial-NoDerivs 3.0 Brazil