Estágio supervisionado III – Regência na Escola Estadual Indígena Professor Gildo Sampaio Megatanücü no município de Benjamin Constant-AM

Abstract

Supervised Teaching Placement III is an essential stage in teacher training, enabling trainee teachers to experience the reality of school life and develop pedagogical skills through educational practice. The aim of this paper was to report on the experiences gained during teaching the placement carried out at the Professor Gildo Sampaio State Indigenous School, located in the Filadélfia community, in the municipality of Benjamin Constant, Amazonas. The activities took place in secondary school classes 101 and 102, in the subjects of Biology and Mathematics. During the placement, teaching materials were developed, active methodologies were applied, and educational games and assessment activities were used, focusing on the teaching of ratios, proportions, functions, cell metabolism and cell division. The results showed greater student participation, fostering interaction, learning and the development of critical thinking. The importance of using playful and contextualised resources to make lessons more dynamic and meaningful was also noted. Despite the progress observed, challenges related to school infrastructure were identified, particularly the lack of school meals, a factor that directly affects the teaching and learning process. It is concluded that the supervised teaching placement contributed significantly to the teacher-trainee’s academic and professional development, strengthening the link between theory and practice.