TEST THE RETURN OF EXPERIENCE IN TEACHER TRAINING THROUGH THE SCHOOL SPACE IN THE CONFLUENCES OF THE SUPERVISED INTERNSHIP IN GEOGRAPHY

Abstract

This article focuses on the school space as a central dimension in the possibility of restoring experience in teacher training, from a focus on University-school confluence in supervised internship. To get closer to this objective, we mobilize theoretical references that deal with the impoverishment and expropriation of experience in the context of contemporary society and the education involved. For this purpose, we use the elaborations of Benjamin (1996), Agamben (2005) and Larrosa (2002; 2017). Regarding the production of the school-place as a horizon for possibilities of teacher training experiences, we mobilize references from Massey (2012), Azanha (2011) and Carlos (1996). To theoretically and methodologically contemplate the moment of the supervised internship in Geography, we rely on Bezerra and Lopes (2022) and Bonomo (2022). The study triggers the remembrance of experiences of interns in geography and their narratives from the choice of research themes throughout the course of this curricular component, configuring the methodological path of investigation in teacher training. The narratives showed an unfolding about/with the school-place as a path to suspend the mere description, information or opinion, on the horizon of overcoming their simple experience, positioning the formative trajectories of teachers, between programming and irruption, between alienation and insurgency, weaving meanings of collective praxis into a public dimension of geography education.