REFLEXÕES SOBRE APRENDIZAGENS E DESAFIOS: O ESTÁGIO SUPERVISIONADO NA FORMAÇÃO DE EDUCADORES EM UMA ESCOLA ESTADUAL DO PARANÁ

This study aims to report and analyze the experiences acquired during the Supervised Internship IV of the Bachelor's Degree in Pedagogy, developed at a chosen educational institution. With a qualitative, descriptive and reflective approach, the investigation is based on participatory observation, analysis of the institution's Political-Pedagogical Project and the practice of teaching in the curricular component of History Teaching Methodology, highlighting the use of folklore as a pedagogical resource. Throughout the process, the school is evidenced as a space of resistance and collaborative construction, in addition to recognizing the internship as a crucial formative moment for the formation of the teacher's identity. Lesson planning, classroom mediation, assessment strategies and interaction with students highlighted the importance of the internship in the connection between theory and practice. The article also addresses the relevance of the critical reading of institutional documents, the dialogical action of the teacher and the appreciation of cultural knowledge in the teaching-learning process. Based on authors such as Freire, Saviani and Bakhtin, it is concluded that supervised internship represents an essential experience for the development of pedagogical autonomy, ethical-political commitment and transformative educational practice.