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1INTRODUCTION

The traineeship is a supervised educative school act, developed in the work

environment that sees the preparation of productive work of the college students

that will be attending Language and Literature at college for being professionals inthe education area of elementary and high school, special education, and even

adult and young education. This practice of pedagogic character promotes the

acquisition of professional competence, developing professional posture, ethic and

personal improvement.

The traineeship aims the learning of professional competence professional

activity and curricular continuation, developing college student for life and work. It is

compulsory due to certificate that the college student will have faced the life in a

classroom observing not only students behavior but also how teachers deal with

specific situations in the classroom.

The traineeship is not a job. It is a complement regular school, technical and

superior courses according to the Law n 11.788 of September 25, 2008. This

report has the goal of presenting a reflexive and theorical view of the activities

developed in the classroom of 1st year high school in English subject at Deputado

Josu Cludio de Souza state High School.

Supervised Internship I was held from September to December 2011 at

Deputado Josu Cludio de Souza state High School, with students from 1st year-

03- night shift, Manaus, Am. The stage was guided by teacher Maria do Socorro

Pinheiro fonseca with 80 hours duration.

Supervised Internship II, was held on 09 March to 20 June 2012 at DeputadoJosu Claudio de Souza state High School , with students from 1st year - 03 -,

night shift , under the guidance of Professor Maria Socorro Pinheiro fonseca

with the workload of 100 hours Manaus-AM.

The Internship III: teaching in English Language Literature was conducted

with students from 1st year-03 high school night shift of the State school's Deputy

Joshua Claudio de Souza located on avenida: Beira Rio s/n in the neighborhood:Crowned III, in the city of Manaus, State of Amazonas. This step, with a workload of

150 hours, started on 20th July 20 and ended on November 30th , 2012. The

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internship III aims to observe and apply the knowledge acquired in the subjects

studied, as well as confront them with the pedagogical practice itself, seeking to

establish a practice that is meaningful.

2SUPERVISED CURRICULAR TRAINEESHIP

The supervised curricular traineeship is a moment of the professional

formation of a future licensed teacher that will have the chance of observing the

practice in educational institution or other proper educative environment. The

supervised traineeship is fundamental in the professional formation process and a

challenge for English Language and Literature college student to obtain experience

for the professional of the educational process. During the traineeship the college

student has opportunity to show the level of knowledge obtained to guide the

trainee in the profession that he will follow.

2.1CONCEPT

The traineeship is a moment of the formation of students, in relation to

starting of his course as an educator. It is the period of fusion between the theorical

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and practical factors resulting in good formation, qualifying him in the professional

field in a complex of activities, where the trainee obtains knowledge and unite

students and teachers.

2.2NATURE, HISTORY AND LEGISLATION

A Lei n 8.859,23 de maro de 1994, modificou dispositivos da lei n 6.494

de 1977, para a aplicao aos alunos de ensino especial, alterando o artigo 1,

acrescentado o pargrafo 3, registrou a necessidade do planejamento,

acompanhamento e avaliao do estgio em conformidade com os currculos,

programas e calendrios. Assim, tornou-se obrigatria a atividade de estgio nas

grades curriculares dos cursos de nvel superior, profissionalizante de 2 grau, ou

escola de educao especial.

Em de dezembro de 1996, atravs da Lei de nmero 9.394, a legislao

nacional que dispe sobre a educao foi consolidada, estabelecendo novas

diretrizes e bases da educao brasileira.

Art. 82. Os sistemas de ensino estabelecero as normas para a realizao

dos estgios dos alunos regularmente matriculados no ensino mdio ou superior

em sua jurisdio.

Pargrafo nico. O estgio realizado nas condies deste artigo no

estabelecem vnculo empregatcio, podendo o estagirio receber bolsa de estgio,

estar segurado contra acidentes e ter a cobertura previdenciria prevista na

legislao especfica. (BRASIL, 1996).

Dentre as modificaes nas leis de trabalho a mudana mais sensvel a

maior fiscalizao e responsabilidade sobre as tarefas executadas pelo estudante,

tanto pela instituio de ensino quanto entidade concedente. Trata-se de um meio

de auxiliar a formao de profissionais de nvel mdio profissionalizante ou

superior.

O objetivo principal do estgio, portanto, a complementao da

aprendizagem profissional. Por isso que no se deve ver o estgio como uma de

suprir carncias de mo-de-obra ou obt-la de maneira menos onerosa.

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Art.3 A realizao do estagio dar-se- mediante termo de compromisso

celebrado entre o estudante e a parte concedente, com intervenincia obrigatria

da instituio de ensino.

Acordo de Cooperao firmado entre a Unidade e a Instituio concedente;

Termo de compromisso firmado entre o aluno, o Concedente e a Instituio

de ensino;

Seguro contra Acidentes Pessoais de responsabilidade da Instituio de

Ensino;

Ficha de Acompanhamento de Estgio com registros efetuados pelo

estagirio, assinado pelo professor de estagirio e coordenador da

habilitao;

Relatrio de Atividades preparado pelos estagirios.

2.3 Traineeship at University

By striving towards the teaching of trainees as god professionals, the

universities work rigorously towards elevating the quality of their training for betterresults.

As a result student who graduate are enabled in defending their thesis throughthe established existing standards a trainee teacher is able to observe aprofessional and learn to do same.

2.4The Matter of Curricular Traineeship in student / teacher formation

Supervised Training is essential for the acquisition of professional practice.

Considering the need to focus also on the practical training courses for teachers, it

is understood that the curricular, if well founded, structured and directed, appears

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as a moment of significant importance in the practical training of future teachers.

The traineeship is a fundamental pre-requisite for the certification of the

student/teacher trainee, in obtaining teaching license.

3 TECHNICAL ORIENTATION

The first traineeship began on the 19th of august second semester of 2011, under

the direction of Professor Margareth who gave the Term of Compromise forms to

fill. And in addition, she emphasized on report of the past traineeship and the need

for our Research Projects.

The second traineeship, started on 09 th of march first semester of 2012, under the

direction of Professor Margareth, we received instructions and directives from the

internship, and filled the compromise forms in ESBAM.

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4DIDACTIC ORIENTATIONS

The English teachers in the school use as their teaching resources books,

dictionaries, computers and other teaching aids as stipulated by the school

pedagogies as their methodology.

4.1FIRST SUPERVISEDTRAINEESHIP (HIGH SCHOOL)

The first supervised English Language Traineeship was done during the fourth

period of the second semester of 2011.

4.2SECOND SUPERVISEDTRAINEESHIP

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The second stage of the supervised English Language Traineeship was done

during the fifth period of the first semester of 2012. With Maria Socorro Pinheiro

Fonseca the English Language teacher Deputy Josu Cladio de Souza. As in first

Traineeship the objective of the second is to observe the teaching methods and the

relationships between the teacher and students and classroom activities.

5 GEOGRAPHICAL LOCATION OF THE COMMUNITY WHERE THE SCHOOL IS

LOCATED.

5.1LOCALIZATION IN CONTEXT OF THE DISTRICT AND CHARACTERISTICS

Deputy Josu Cladio de Souza High School was inaugurated by the Decree

Law n 15.849 of 21/02/1994 and is located on Beira Rio Avenue in Coroado III, on

the East Zone of Manaus. The name was given in honor of Deputy Josu Cladio

de Souza who worked as State Education Secretary. The School has 1622

registered students distributed in three shifts. With 1st year High School 732, 2nd

year High School 500 and 3rd year High School 390.

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For a better quality education the school developed many projects such as:

Jovem cidado, Mais educao, Rede Cidad Digital and Tempo de Ler e

Escrever. The board directory of the school is made up of- Zuleide Pereira das

Chagas, Maria Regina de Lima Geraldo, Altemar Leo de Oliveira, Ivete Ribeiro

Rubim Fernandes, Jander de Lima Lasmar, Ana Rita Corra da Costa. The present

principal is Jos Maria do Couto Junior.

5.2 GEOGRAPHICAL CONTEXTUALIZATION

The school is located next to UFAM Campus UNIVERSIDADE FEDERAL

DO AMAZONAS, in Coroado III. The school is in good conditions, and is among the

first schools in the eastern Zone of Manaus. The school has low and middle

income earners families as students. The students are mainly from the

neighborhood and adjacent areas.

6 IDENTIFICATION AND CHARACTERIZATION OF SCHOOL

6.1HISTORICAL ASPECTS

Deputy Josu Cludio de Souza High School was founded under the decree

Law n 15.849 of February 21st, 1994, in Manaus, Amazonas. This school started

its activity by attending the local and adjacent communities under the State

Education Secretary (SEDUC).

The School has elementary and high education with a total of 1622 students

this year. It runs three shifts. Deputy Josu Cludio de Souza whom the school is

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named after made significant services for education as State Secretary of

Education in the state.

The school follows derectives from the State Secretary of Education

(SEDUC) and the internal management board of the school in accordance with theinternal Regiments (Art. 2) que afirma que o conceito da educao a ser

elaborada inspirada sob a liberdade de conhecimento novos ideais voltada para a

comunidade visando o preparo em pleno desenvolvimento no carter de todos os

cidados.

6.2COMMUNITY/SCHOOL RELATIONSHIP

As an excellent and exemplary school the leadership of the school in

conjunction with the community have very cordial relationship.

As a result the Rede Cidad Digital in partnership with CETAM is being

established in the school for the community.

6.3PHYSICAL ASPECTS

Administration: 06

Security: 06

Cook: 6

General Services: 8

Principal: 1

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Pedagogs: 3

Librarian: 2

Technical support: 1

Project Coordinator: 1

Secretary: 1

The School with 1622 students that is: 600 students in the morning, 522

students in the afternoon and 502 students in the night. Therere 58 teachers,

divided in morning 20, in afternoon 20 and night 18. Therere 33 employees divided

in three shifts in morning nine, in afternoon nine and nine in night, therere two

securities in weekend and two securities who work full time, but 1 director and one

secretary in integral time.

6.4 ADMINISTRATIVE ASPECTS

Though the school is in good conditions but the principal thinks there is the

need to make some reforms by the end of the semester. To start the reform the

principal has the support of the Regional Secretary of the State Education - CREI

and also The State Secretary of Education SEDUC.

The School has three playgrounds, one indoor and two outdoor playgrounds

for physical education, such as: handball, volleyball, futsal and other events.

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The School has the following administrative staff:

Director: 01

Secretary: 01

Computing: 01

Science: 01

Laboratory: 01

Archive: o1

Teacher: 01

Library: 01

TV school: 01

Deposit: 01

Kitchen: 01

Canteen: 01

Bathroom: 06 (02 students, 02 employees and 02 teachers).

6.5STUDENTSCHARACTERISTICS

The Students come from the middle class and lower class groups. They and

their families live in Coroado I, II, III and adjacent areas, like any other public school

the students have difficulties to learning. Efforts from the school and the teaching

staff are signs of good learning environment for the students.

6.6 SCHOOL DOCUMENTATION (Pedagogical Project and Policy)

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The school began its pedagogical activities in the following areas.

Elementary school curriculum, 04/2007 has the 8th and 9th year olds in the night,

and the middle school curriculum 137/2010 having three shift making a total of

1,680 students.

6.7SCHOOL STRUCTURE / CONDITIONS FOR USE

The school structures are in good conditions though some areas need

reforms. Some need replacement of the WCS, the playing ground needs some

filling. The school may be having some reforms next year.

6.8 BREAK DYNAMICS

The school has recreational sports grounds such as the indoor sports hall for

in-door soccer and 2 outdoor fields for volleyball and handball games.

7 OBSERVATION OF THE CLASS TRAINEE I

7.1Teachers Information

The teachers name is Maria Socorro Pinheiro Fonseca, she is a graduate in

English Language and has Specialization in Methodology of English language, she

has been teaching for 14 year and at the present school, she has being teaching for

5 years.

7.2 Teachers Presentation

The teacher dresses very well and has good eye contact with students She

has good white board presentation and checks on students sitting arrangements

,makes the roll call.

7.3 Class Planning

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The class planning are worked out every month following Seduc curriculum

plans, with the teachers free to uses their own teaching methods.

7.4 Class Performance (Methods, Tecniques and learning Resourses)

The teacher uses the whiteboard, markers, photocopies and printed didactic

materials as her teaching resources.

7.5 Corrections

She makes corrections adequately and help students understand wherethey erred.

7.6 Difficulties Presented by the Teacher

Poor attendance lateness to classes due to tiredness and lack of motivation

on the part of students.

The lack of provisional didactic materials from the school, coupled with the lack ofdiscipline of most students.

7.7 Performance in Class

Though there are these problems and difficulties, there is hope in the

elevation of the students performances through extra curricula activities such as

mental games for studies.

7.8 Evaluation (How the teacher evaluates the learning process of the

students)

The teacher evaluates students according to their level of understanding

and helps them improve their understandings. She applies the four learning skills.

7.9 Developed of student/traineeship in trainee supervised

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The student trainee carried out all instructions given from ESBAM trainee

programs at the school of training- Deputy Josu Cludio de Souza State High

School.

8 OBSERVATION OF THE CLASS TRAINEE II

8.1Teachers Information

The teachers name is Maria Socorro Pinheiro Fonseca, she is a graduate in

English Language and has Specialization in Methodology of English language, she

has been teaching for 14 year and at the present school, she has being teaching for

5 years.

8.2 Teachers Presentation

The teacher dresses very well and has good eye contact with students

She has good white board presentation and checks on students sitting

arrangements ,makes the roll call.

8.3 Class Planning

The class planning are worked out every month following seduc curriculum

plans, with the teachers free to uses their own teaching methods.

8.4 Class Performance (Methods, Tecniques and learning Resourses)

The teacher uses the whiteboard, markers, photocopies and printed didactic

materials as her teaching resources.

8.5 Correction

She makes corrections adequately and help students understand where

they erred.

8.6 Difficult Presented by the Teacher

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Poor attendance lateness to classes due to tiredness and lack of motivation

on the part of students.

8.7 Peformance in Class

Though there are these problems and difficulties, there is hope in theelevation of the students performances though extra curricula activities such as

mental games for studies.

8.8 Evaluation (How the teacher evaluates the learning process of the

students)

The teacher evaluates students according to their level of understanding andhelps them improve their understandings. She applies the four learning skills.

8.9 Supervised traineeship in the school of training.

The student trainee carried out all instructions given from EBAM trainee

programs at the school of training- Deputy Josu Claudio de Souza State High

School.

9 RESEARCH LABOTATION PROJECT

9.1 TITLE

Reading

9.2 THEME

Practicing reading from English text books for 1st year students.

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9.3 DELIMITATION OF THEME

Reading and the comprehension of texts in English language with the first yearstudents of the night shift Deputy Josu Cludio De Souza hagh state school

9.4 PROBLEMS

The first year students have difficulties in comprehension of reading in written textsin English language.

9.5 HYPOTHESISlack of vocabulary.

Inadequate didactics material for their level.The Lack of the students envolment in the lessons activity.

Lack of practice in English reading.

9.6 OBJECTIVES

9.6.1 GENERAL OBJECTIVE

Enable the students the practice of reading

9.6.2 SPECIFICS OBJECTIVE

To analyze the methodology used by the teacher in the classroom.

To Check the practice of reading in language English classes.

To make students aware about the importance of reading for the future.

9.7 JUSTIFICATION

The field of reading in the contemporary world is essential for the exercise of

citizenship, to live in autonomy, with full awareness of self and others, to take

decisions in the face of our complex world of today. Determining cognitivedevelopment, cultural formation, access to information and knowledge, expression

and critical judgments between other areas, is a basic skill that one needs to

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acquire in order to fulfill as a citizen in a professional contemporary society. This

project is designed to burrow into reading the school community allowing them to

become reflective and critical readers, participating actively in the society where

they live.

9.8 THEORETICALS

What is reading?

Reading is an interactive process of communication. The

interaction between writer and reader is made possiblethrough the text. Reading can include as an importantpart when we analyze text, because it can help the

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students in analyzing what kinds of text reading by themand the information from there reading itself

According Mrcia Siqueira de Andrade ( p.67 )

The act of reading is?

the act of reading can be described as a bottom- upprocess. This process begins with a text, or a collectionof marks called graphic features, on a page, organized insuch a way that readers can actually decode this dataand construct meaning from it

(According to David Nunan p. 88 )

What is meant by a process of reading ?

We need to promote reading and by our own espousal ofreading as a valid occupation, persuade students of its benefits.Perhaps, for example, we can occasionally read aloud from

books we like and show, by our manner of reading, howexciting books can be.

According to Jeremy Harmer)

When do we begin/start to read?

How many times have you been told to read something yet you dontknow why youre being asked to read it? You did only a mediocre job ofretaining what you read and perhaps were rather slow in the process.Efficient reading consists of clearly identifying the purpose in reading

something. By doing so, you know what youre looking for and can weed outpotential distracting information. Whenever you are teaching a readingtechnique, make sure students know their purpose in reading something.

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(According to H. Douglas Brown)

How do we begin to read?

The representation of writing can help us retain the names thathave pronunciations Complex or unfamiliar. When we have tolearn foreign words, the simple fact of being able to see them,even if it is only once helps us a lot.

According Maria Jos ( p. 47 )

What is the purpose of reading?

There are seven main purposes for reading To obtaininformation for some purpose or because we are curious aboutsome topic. To obtain instructions on how to perform some taskfor our work or daily life,Examples, knowing how an applianceworks. To act in a play, play a game, do a puzzle. To keep intouch with friends by correspondence or to understandbuseness letters. To know when or where something will takeplace or what is available. To know what is happening or hashappened as reported in newspaper, magazine, reports, etc.For enjoyment or excitement.

According Richard.(p. 56 )

REFERENCE

BIANCHI, Anna Ceclia de Moraes; ALVARENGA, Marina; BIANCHI, Roberto.

Manual de Orientao: Estgio Supervisionado. 3.ed. So Paulo: Pioneira

Thomson Learning, 2003.

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BIANCHI, Anna Ceclia de Moraes; ALVARENGA, Marina; BIANCHI, Roberto.

Manual de Orientao: Estgio Supervisionado. 3.ed. So Paulo: Pioneira

Thomson Learning, 2003.

BROWN, H. Douglas. Teaching by Principles: An Interactive Approach to LanguagePedagogy. 2. Ed. Ny: Longman,2001.

HARMER, Jeremy. The practice of: English Language Teaching. 3. Ed. England

Longman, 2001.

Aprendizagem Humana / Mrcia Siqueira De Andrade e Maria Laura Puglisi

Barbosa France , organizadoras,- So Paulo; Casa do Pciclogo, 2006

Maria , Jos

A arte de ler / Jos Morais; traduo lvaro Lorencini. So Paulo: Editora

UNESP, 1996

NUNAN, David. Second Language Teaching and Learning. Canada: Newbury

House Teacher Development,1999.

RICHARDS, Jack.; LONG, Michael H.; CHAMOT Anna UHI; OMALLEY, J. Michael.Learning Strategies in Second Language Acquisition NY: Cambridge University

Press, 1990.

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summary

1 INTRODUCTION....................................................................................................................52 SUPERVISED CURRICULAR TRAINEESHIP...............................................................62.1 CONCEPT............................................................................................................................62.2 NATURE, HISTORY AND LEGISLATION...................................................................62.3 Traineeship at University...............................................................................................82.4 The Matter of Curricular Traineeship in student / teacher formation...............83 TECHNICAL ORIENTATION..............................................................................................94 DIDACTIC ORIENTATIONS.............................................................................................104.1 FIRST SUPERVISED TRAINEESHIP (HIGH SCHOOL)........................................104.2 SECOND SUPERVISED TRAINEESHIP....................................................................105 GEOGRAPHICAL LOCATION OF THE COMMUNITY WHERE THE SCHOOL ISLOCATED.................................................................................................................................11

5.1 LOCALIZATION IN CONTEXT OF THE DISTRICT AND CHARACTERISTICS.....................................................................................................................................................11

5.2 GEOGRAPHICAL CONTEXTUALIZATION..............................................................116 IDENTIFICATION AND CHARACTERIZATION OF SCHOOL................................126.1 HISTORICAL ASPECTS................................................................................................126.2 COMMUNITY/SCHOOL RELATIONSHIP..................................................................126.3 PHYSICAL ASPECTS.....................................................................................................136.4 ADMINISTRATIVE ASPECTS......................................................................................146.5 STUDENTS CHARACTERISTICS...............................................................................156.6 SCHOOL DOCUMENTATION (Pedagogical Project and Policy).....................156.7 SCHOOL STRUCTURE / CONDITIONS FOR USE.................................................15

6.8 BREAK DYNAMICS........................................................................................................157 OBSERVATION OF THE CLASS TRAINEE I..............................................................157.1 Teachers Information...................................................................................................157.2 Teachers Presentation.................................................................................................167.3 Class Planning................................................................................................................167.4 Class Performance (Methods, Tecniques and learning Resourses).............167.5 Corrections.......................................................................................................................167.6 Difficulties Presented by the Teacher....................................................................167.7 Performance in Class....................................................................................................167.8 Evaluation (How the teacher evaluates the learning process of thestudents)..................................................................................................................................17

7.9 Developed of student/traineeship in trainee supervised.................................178 OBSERVATION OF THE CLASS TRAINEE II.............................................................178.1Teachers Information....................................................................................................178.2 Teachers Presentation.................................................................................................178.3 Class Planning................................................................................................................178.4 Class Performance (Methods, Tecniques and learning Resourses).............178.5 Correction.........................................................................................................................188.6 Difficult Presented by the Teacher...........................................................................188.7 Peformance in Class.....................................................................................................188.8 Evaluation (How the teacher evaluates the learning process of the

students)..................................................................................................................................18

8.9 Supervised traineeship in the school of training................................................189 RESEARCH LABOTATION PROJECT........................................................................199.1 TITLE..................................................................................................................................19

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9.2 THEME................................................................................................................................199.3 DELIMITATION OF THEME.........................................................................................199.4 PROBLEMS......................................................................................................................199.5 HYPOTHESIS..................................................................................................................199.6 OBJECTIVES...................................................................................................................199.6.1 GENERAL OBJECTIVE.............................................................................................199.6.2 SPECIFICS OBJECTIVE...........................................................................................199.7 JUSTIFICATION..............................................................................................................209.8 THEORETICALS..............................................................................................................21REFERENCE............................................................................................................................23

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ESCOLA SUPERIOR BATISTA DO AMAZONAS

LANGUAGE ARTS

WILSON GADELHA DE ALMEIDA FILHO

SUPERVISED TRAINEESHIP REPORT l l

MANAUS

2012

WILSON GADELHA DE ALMEIDA FILHO

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.

SUPERVISED TRAINEESHIP REPORT l l

Traineeship Supervised Report 2, for EnglishLanguage (Language Arts Discipline), forobtaining marks for fifth periods, throughProfessor Margareth Leite Alencar M.sc. ofEscola Superior Batista do Amazonas.

MANAUS

2012

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