Costa, Gilberto FerreiraSilva Neto, Pedro Teofilo da2025-02-052025-02-052024-12-14SILVA NETO, Pedro Teófilo da. Estágio supervisionado: percepções didático-pedagógicas de uma experiência vivenciada no curso de pedagogia EaD. 2024. 21 f.Trabalho de Conclusão de Curso (Graduação em Pedagogia EaD) - Centro de Educação, Universidade Federal do Rio Grande do Norte, Macau, 2024.https://repositorio.ufrn.br/handle/123456789/62472This Final Course Assignment, structured as a reflective report, aims to recount the learning acquired during the Supervised Internship in the Early Years of Elementary Education, conducted at Escola Municipal de Primeiro Grau Alferes Cassiano Martins, located in the district of Barreiras, Macau/RN. The experience was essential for bridging theory and practice, highlighting both the challenges and potentialities of my teacher education process. The Pedagogy program in the distance learning modality became central as it enabled me to engage with a Basic Education school and thus contribute to the didactic-pedagogical reflections necessary at this stage of my initial teacher training, demonstrated through this work. This dialogue incorporated theoretical contributions studied during the course as well as others that became fundamental for this project. Hence, authors such as Freire (1996), Libâneo (2013), Pimenta; Lima (2006), along with theoretical insights from Vygotsky (1984; 2007) and Piaget (1976), are referenced. Official documents and Brazilian education guidelines also served as supporting materials to better structure the reflections. As outcomes of my participation in the Supervised Internship, the text highlights that the experience provided a broad view of school dynamics, particularly the importance of the Pedagogical Political Project (PPP), the relevance of adequate school infrastructure, the impact of structural and didactic resource limitations on the teaching process, and the challenges of meeting students' diverse needs. In practical activities, the internship allowed significant experiences, such as lesson planning, the use of playful and interactive pedagogical strategies, and individualized support for students with learning difficulties. Storytelling and playful activities proved to be valuable tools for engaging students and promoting meaningful learning. Ultimately, the internship revealed itself as a transformative experience both professionally and personally, contributing to the development of pedagogical competencies and a deeper understanding of the complexity of the school environment. The articulation between theory and practice emerged as a central axis in initial teacher training, emphasizing the importance of contextualized and inclusive education. Keywords: distance learning Pedagogy; supervised Internship; pedagogical practice.Attribution-NonCommercial 3.0 Brazilhttp://creativecommons.org/licenses/by-nc/3.0/br/: Pedagogia EAD; Estágio Supervisionado; Prática pedagógica.bachelorThesis