As dificuldades pedagógicas de estudantes-professores de Educação Física em formação no contexto do estágio

Abstract

The supervised internship in teacher education programs is an integral part of the training of future educators, serving as a key moment in the process of learning how to teach. During this period, students in training face numerous challenges. This study aims to identify the main pedagogical difficulties encountered by Physical Education students within the context of their internships. Specifically, it seeks to identify the challenges observed during their teaching practices and to highlight the proposed solutions for overcoming these challenges from the perspective of the interns themselves. This is a documentary study based on the analysis of eight final reports from Internship Stages 3 and 4 at the Faculty of Physical Education and Dance of the Federal University of Goiás, produced in 2024. The structure of the analyzed reports includes the following sections: Introduction; School Characterization; Discussions and Syntheses; Final Considerations; References; Appendices and Attachments. The reports cover key topics such as the first contact with the school and students, difficulties encountered during teaching practice, strategies to address these difficulties, and reflections on the internship experience. Following a careful and standardized review of all the reports, the following discussion axes were established: 1) First Contact with the School and Students; 2) Difficulties Encountered During Teaching Practice; and 3) Possibilities for Addressing the Difficulties. The results indicate that the main challenges faced by the students were insecurity, undisciplined classes, and the disconnection between theory and practice. It is concluded that the Mandatory Supervised Internship is a valuable opportunity to engage with the real context of school work and to put into practice some of the theoretical knowledge acquired during the undergraduate program. However, the numerous difficulties perceived by the interns highlight the need for certain changes in the curricular structure of teacher education programs.