Um relato de estágio no Ensino Fundamental I: entre leitura, ensino e práticas.

Abstract

This article reports on the experience of a supervised internship in Elementary School I, carried out at a municipal school in the West Zone of the city of Caicó, RN, with the objective of contributing to the reading and writing skills of students in the 4th and 5th grades. The pedagogical intervention used playful strategies, based on reflections on internship and teacher training, literacy, among others. The initial diagnostic evaluation revealed difficulties in syllabic segmentation, textual cohesion and interpretation. Based on this, a didactic sequence was planned with word games, group dynamics and story production. The theoretical framework supported the critical reflection on the internship, teacher training and literacy, highlighting the importance of flexible planning and adaptation to the needs of the students. The results indicated improvements in self-esteem, engagement and reading skills, reinforcing the internship as an essential training space for integrating theory and practice. The article contributes to discussions on literacy and innovative methodologies in public education.