The Trajectory of the Supervised Internship: a Look at the Didactic Intervention in Portuguese Language Teaching

Abstract

This article presents a reflective and analytical account of the experience in Supervised Internship II, a mandatory component of the undergraduate course in Portuguese Language Teaching at the State University of Pará. The objective is to describe the stages of the internship— observation, planning, intervention, and results sharing—carried out in a public school of the state education system. The adopted methodology is qualitative in nature, based on an experiential report. The pedagogical intervention was structured from the students’ difficulties in reading, interpreting, and producing texts, with emphasis on the genres of short story and argumentative essay. The theoretical framework is based on authors such as Pimenta and Lima (2004), Barreiro (2006), Marcuschi (2008), and Dolz and Schneuwly (2004). The results show that the supervised internship provides meaningful experiences, contributing to professional development, the articulation between theory and practice, and the construction of teaching identity. The experience reinforces the importance of pedagogical mediation and lesson planning as essential elements for a critical and committed teaching practice focused on students’ meaningful learning.