ADRIANA OLIVEIRA TEIXEIRA MIRANDA REPORT OF THE CURRICULUM SUPERVISED INTERNSHIP I "Childhood Education" BELO HORIZONTE / MG July/2009

ADRIANA OLIVEIRA TEIXEIRA MIRANDA REPORT OF THE CURRICULUM SUPERVISED INTERNSHIP I "Childhood Education" Training Report submitted to the Bachelor of Teaching / 5 th period as part of t he requirement of the course I Supervised Practices SCHOOL PEDRO II July/2009 PEDRO II COLLEGE DEGREE IN COURSE PEDAGOGY Belo Horizonte ,......../......../........ From: Adriana Oliveira Teixeira Miran da Coordination of Supervised Internship Subject: Presentation of Report In compliance with the assessments contained in the Plan of supervised internshi p, submit to scrutiny of V. S shall report the activities observed and developed in Stage Degree in Education / Early Childhood Education for the period from 03 /23/2009 to 04/17/2009 in Diversionary College, located at Rua Franco Lesandro R ao, No 106 Camargos - Belo Horizonte / MG. Sincerely, ___________________________________________________ Adriana Oliveira Teixeira Mi randa ACKNOWLEDGEMENTS GOD for the gift of life, faith and perseverance to overcome obstacles. When my husband Julius Caesar, a great companion for his encouragement during this phase of my undergraduate course. To my children, Arthur and Igor, loves of my life, by understanding the importance of this moment. Professor Dinéia Aparecida Domin gues (PUC / MG), a great friend, only with your help it was possible to carry ou t this work. Professor Fernanda College and the entire team diversity, and lovin g care and professionalism. Professor Edith Mafra (FAPE2), an example to be foll owed by determination, strength and determination. Professor Alexandra Castro Li ma (FAPE2), Coordinator of Training, for the attention and available whenever I needed his advice. To my parents and my sisters, by vibration and support in all my decisions. Anyway, all my friends, great partners ... Joy, celebrations in a ll my achievements ... Education is the only truly effective way to build a more just and democratic so ciety that respects the individual characteristics of each person, placing it in their social group with respect to its uniqueness, but as part of a participato ry and whole. John Dewey SUMMARY INTRODUCTION ................................................. ................. ................................. ...................... July 1 - IDENTIFICATION DATA ............................................ August 2 .................... ............................ - DIAGNOSIS OF REALITY SCHOOL .....................

........................ ...................... 9 2.1-PROFILE / CHARACTERISTICS OF SCHOOL .................... ............................................. 10 2.2-PROFILE CLASS ................................................. ............ ...................................... ..... March 11 - DESIGN STAGE ........... ............................ .................................................. ............ April 13 - REPORTS OF TEACHING PRACTICE ........................... .... ................................................. 14 4.1-WHEEL ............ ................................... ............................................ ...... ............................... 15 4.2-PATIO SETS ............. ......... ......................................... ...................................... ....... 17 4.3-WHEEL JOURNAL ................................................. . ................................................. ...... 19 4.4-SNACK TIME ..... ................................. .............................................. .... ............... 20 4.5-recreation time .................................... ........ .................................................. ......... 20 4.6-mus icalization ..................................... .............................. .................... ................... 20 4.7-LIBRARY ROOM ................... ...... .................................................. ...................... . 20 4.8-DUTIES OF CLASSROOM ..................... ............................. ..................... ................................. 21 4.9-LANGUAGE MATHEMAT ICS ............ .................................................. ............ ............. 21 4.10-T AREF HOUSE .................. .......................... ........................ .................................. 21 4.11-BOX STORY .. ........ .................................................. .................... .................... 22 4.12-OFICINAS ...... ................................... ............... .................................................. 23 .......... .... 4.13-PROJECT ................................ ............................. ..................... ...................................... 24 4.14-LINGUAGEM A RTISTIC ........................................................ 4.15-ESCULTURA .................................... 25 .......... ............................. ..................... .................................................. 27 4:16 -TRYING ..... ......................................... ........................ .......................... .......... 29th 4:17 MAKE-ACCOUNT ................... ............... .................................................. ............. ............. 30 4:18-Board Games .................. ........................... ....................... ....................................... 30 4.19-ATIVIDAD ES WRITTEN ...... .................................................. ........... ............................. 31 4.20-CONFECÇÃO AN AGENDA ... .................. ................................ ........................... 31 4.21-FAIR OF LIT ERATURE ................. .................................................. ... ........................ 32 4.22-RELAÇÃO SCHOOL Comunio ................. ...... ............................................ ...... 36 4:23-CENTER TEACHER ..... ............................... FINAL CONSIDERATIONS ...................... 36 . ........................ .................................................. .... ..................... 38 BIBLIOGRAPHY ................................................. ................. ................................. ANNEXES ................... 39 ............... .............. .................................................. .............. .................................... .40 ANNEX I - CHARTER SCHOOL RESPONSE ..... .................................... ............................ 41 Annex II-ST ATEMENT OF SELF-EVALUATION OF SUPERVISED INTERNSHIP .......... .43 ANNEX III FOR M OF TRAINEE EVALUATION ........................................ .......... 45 A NNEX IV-ESTABLISHMENT OF IDENTIFICATION FORM ............................ 47 ANN EX V - REGISTRATION CARDS OF ACTIVITIES OF STAGE I. ....................... 50 A NNEX VI-SCHOOL CALENDAR 2009 .......... ........................................ .......... ........... 58 ANNEX VII-WORK FROM HOME ............................. ... .................................................. ....... 60 ANNEX VIII-DUT IES OF CLASSROOM .................................... .......................... ........................ .74 ANNEX IX-MISCELLANEOUS TASKS ......................

..................... ............................................ 82 INTRODUCTION Stage Degree is a requirement of the Law of Directives and Bases of Education (N o. 9394/96). The stage is necessary for vocational training in order to bring th is training to the expectations of the labor market where the licensee will act. The Supervised Internship aims to strengthen the relationship between theory an d practice based on the methodological principle that the development of profess ional skills means using knowledge gained either in academia or in the professio nal and personal life. Thus, the stage constitutes an important instrument of kn owledge and integration of the student in social, economic and work in your fiel d. This paper aims to report the activities undertaken during the Supervised Int ernship I (kindergarten) of the Bachelor of Teaching / 5 th period-FAPE2 - disci pline Supervised Practices I, supervised by Professor Alexandra Castro Lima, in fulfillment of requirement mentioned above. The stage was conducted at Diversion ary College, located at Rua Franco Lesandro Resende, No. 106 - Subdivision Camar gos / Belo Horizonte / MG. Data for the stage will be presented following the fo llowing structure: Introduction, Data Identification, Diagnosis of the Reality S chool; Profile / Characteristics of the School; Profile of the Class; Project St age; Conclusion; Bibliography and Appendices, containing the Charter School's re sponse; Self-Assessment Form Trainee Supervised I. Checklist of Trainee Identifi cation Card Establishment, Registration Cards Activity Stage I; School Calendar, Tasks House, Tasks and Tasks Several cafe. 1 - IDENTIFICATION DATA The identification data of the Establishment in accordance with Annex IV. 2 - DIAGNOSTIC SCHOOL OF REALITY The school receives students from different regions: Ibirité, Barreiro, Eldorado , Industrial, Contagem, Santa Maria, Caicara, Camargos and others. Almost all ch ildren are children of civil servants and professionals. Most students belong to families whose socioeconomic status could be defined as middle class / middle o r middle / upper class. Most parents know the pedagogical and the school agrees with her. They state that opted for the work done in school, so many moving from distant regions.€This represents a great stimulus to all professionals. But thi s option reduces the relative uncertainty, but not eliminating, as the proposal represents a novelty for most families. For the school include means giving all students, regardless of their social class, ethnicity, creed, sex, or "physical and cognitive abilities" a quality education. The goal is to not leave anyone ou t of school life and ensure that all are accepted on an equal footing, recognizi ng that each has much to contribute to the group. Hence, the Diversionary welcom es all students who seek them: the limit is given only by the number of vacancie s. Not perform screening test, never reject any student (except, of course, in t he absence of waves), never cast or "invite not register" no children. Care to e nsure a meaningful work and providing learning opportunities for all. In this se nse, take responsibility for building, evaluating and adapting the curriculum in a manner that is consistent with the ideas of: company to be built, the knowing subject, learning and teaching strategies. The school has a duty to conform to receive all children. For this, need to add all possible efforts. Teachers, pare nts and therapists to get together to achieve most goals and that every child ha s the chance to develop cognitively, psychologically, socially and emotionally. 2.1-PROFILE / CHARACTERISTICS OF THE SCHOOL The school began operations in 1995 under the name of Foot-deMoleque Infant Scho ol, serving children 2-6 years old. Opted to transform their educational practic e in the subject of constant critical reflection, and creating spaces for discus sion of educational theories. This process of in-service training and continuing enabled a restructuring of their work. Moreover, he thought that this is the wa y: putting into practice new ideas, new discoveries, new proposals and preserve what was assessed as positive in their experience. After all, in education this

is the case - any educational activity can be regarded as an ultimate truth in a short space of time. In 1999, he entered a new phase of the school implemented the Basic Education and created the Teacher Education Center. The name was chang ed to College Diversitas, which means diversity, plurality, expressing the purpo se of not only respect diversity and differences among students but also to prov ide a diverse learning experience, meaningful and comprehensive. The dream was s till to seek increasingly a school based on respect for the individuality of eac h child. Seeing this as a single citizen, needs, dreams, desires and different r hythms, but with equal rights to learning and access to historical knowledge pro duced by society. Each child has a different path and the school's role is to he lp you find yours. 2.2 PROFILE OF CLASS The class is organized by age, in this case five years, with a total of 20 child ren. Most of the time children come together with their age group. This arrangem ent allows work to be significant, since children in each age and interests have a way of seeing reality very similar. It is clear that cultural differences are observed. This organization is also important for the teacher. When grouped by age, the teacher can create teaching strategies consistent with the changing mom ent of his group this sense, to school, children get together of age is not a me re matter of enturmação, but a principle which does not give up - even when pare nts request that their child is "early" or retained in any group, because it inv olves respect for their social, psychological, emotional, physical and cognitive development. The importance lies in the fact that it is this attitude that sust ains the idea that children need to move forward with respect to several dimensi ons: emotional, social, psychological and cognitive. Therefore, more content or at least know not a reason to remove the child from his support group. PROJECT STAGE There is the silence that men do, but in word, in work, in action-reflection. Pa ulo Freire 3 - PROJECT STAGE This report aims to describe the activities undertaken during Stage I-Supervised Curriculum Early Childhood Education, held at Diversionary College, located in Belo Horizonte / MG. The activities were conducted during the period of March 23 , 2009 to 17 April 2009.€The probationary period is a time for practical study t hat aims to put students in contact with situations that approach the reality of their training. The trainee can make use of theory by applying it and improving it. The stage of FAPE2 acquires fundamental importance, because besides being a basic tool and binding in accordance with the Law of Directives and Bases of Na tional Education (LDB 9394/96) laying down the rules for the supervised internsh ip allows the student to experience the practices relating their area. Thus, at this stage of the undergraduate course, 5th period of Pedagogy, the stage will b e understood in the observation stage (early childhood education). This step wil l be the lynchpin for the development and enrichment of the trainee, perfecting it for personal growth, professional and cultural. 4 - REPORTS OF TEACHING PRACTICE The observation of teaching practice was held from March 23, 2009 to 17 April 20 09, the College Diversionary, located at Rua Lesandro Resende Franco, n º 106 Bairro Camargos / Belo Horizonte / MG, a class of five years, the afternoon shif t, under the baton of Prof.. Fernanda Lima. On the first day of training, was my initial contact with the employee Cybele, later she introduced me to the princi pals, and Jacqueline Dutra Pimenta Lenir Padua Oliveira, both were very welcomin g. After this first contact, the Director and Coordinator of Early Childhood Edu cation Lenir, led me to the class of five years and made my presentation to Prof ª. Fernanda, affectionately called by students of Nanda. She also welcomed me i

n a very receptive and immediately invited me to join the first class activity, the RODA. Classroom of the class of 5 years this time she asked a question to the class: H ave you noticed that we have a different person in the room today? All answer ye s. She asked me to present to the class. Then did my presentation as follows: "M y name is Adriana, I'm here to learn a lot from you! Faculty in studying the the ory, and it's time to see how it happens in practice. Knowing what to Fernanda t eaches you, hear your jokes, songs that you sing, finally, I know how you are le arning to do so much cool. " Fernanda emphasized: "You see gang, as you are impo rtant! Adriana chose our class to learn, we have to show much nice to her. Then she can count on us right? All excited re spond: Yes! 4.1-WHEEL WHEEL call activity, it happens daily in the beginning of class, her choice is made to the adjutant of the day. On this day the children r eceived a paper to write the name, folded and placed inside a balloon. The teach er, with the help of everyone, made the counting balloons. After counting, a bal loon was drawn, she joked and made suspense: Tcham, tcham, tcham, tcham!! Who wi ll be the helper today? Everyone was excited, me, not me ... She filled the ball oon and all sang and clapped and the balloon was passing from hand to hand ballo onvine passing, passing. Balloonvine overblown ... Who keep the little balloon, poor thing, has already broken ... The child who gets the balloon goes to the ce nter of the wheel, the teacher asks: How do you pop the balloon? She replied: Wi th Regards! The child chooses a fellow, puts the balloon between them, give a bi g hug and the balloon bursts. The name that was inside the balloon drops, the te acher continues to make suspense while making the children reasoned, Who Will? I t is a name that has 10 letters. Children begin to hazard a guess. Begins with t he letter A. Other predictions arise. Also ends with the letter A. Many say: I k now, I know, is Alessandra! The teacher congratulates students who scored and ta lks about the importance of the assistant, the responsibility he will have, the example that will have to give in behavior, etc.. The name of the helper is fixed under The first task of the helper is to make the call. He stands atop a chair beside the teacher and will read the names of the relationship and the students will re spond this. The name he has trouble reading, help colleagues. An important detai l, next to the name of each child there is a drawing to help children identify t he names. NOTE: For students present is marked by a black dot next to the name and the mis sing, a red dot. Following the teacher works with the calendar, asking the class : What is the last day we came in school? They say, Friday. She says: Well done! Saturday we came in school? And Sunday? We were two days without coming to scho ol, then that day is today? With their participation,€she'll scratching on the c alendar Saturday and Sunday and they come to the conclusion that today is Monday the 23rd. Well done again! So how do you spell 23? Children know, but some writ e in a mirror. RODA is also done in the routine of the day. 4.2-PATIO SETS This activity takes place every Monday. The class is divided into two teams; GAVIÃO AND PIRATES (10 each). The goal of this "joke team" is the ab ility to stimulate a game with rules; achieve a common goal in a group, developi ng the ability to focus on the activity of colleague, to stimulate the rate of r eaction. Some types of games: Game 1 - Hit the target worth 2, 3 and 5 points. G ame 2 - Various types of race: the frog in one foot, crab Game 3 - Game 4 steals flag - Cats and Mice The score for each team achievement is noted on a table with the participation o

f all children. The vibration of the children is incredible, they cheer, they scream the name of their teams and cope well with the rules imposed, such as; not worth pushing fe llow, not worth booing and more. The teacher in this activity explores the use o f different strategies in the game "steal the flag," invests in concentration an d accuracy which requires the game to catch the target. " The score is marked in the table, like chopsticks, and the children will tell them aloud. As the team "Hawk" managed to turn the game the previous week, the teacher talk about the ma ny opportunities to reverse the score. Also explores the subtraction: The team i s GAVIÃO with 20 points and the team with 13 PIRATE, what the difference in poin ts between the teams? Some say 9, 8, 15. The teacher with the help of the group account the sticks of the team that has more points to match with the other team (13 points). Since then she stops and starts a new count from the 13, then the difference is 7 palitinhos.Todos games are recorded through drawings by children . The teacher makes some interventions to encourage the record in great detail a nd spatial organization of the representation. 4.3-WHEEL JOURNAL This activity also takes place every Monday. The children take to school the newspaper Gurilândia of Minas. The wheel happens in the video roo m that offers a larger space. First the teacher asks questions like: Who read th e newspaper with daddy or mommy? Maybe say something about the main newspaper re port? Some children express themselves, because I bring information from home. T he teacher reinforces the explanations made earlier on notebook paper: The first page bears the main subject of the paper, the full report is found to be in the middle of the newspaper. On 03/23/2009 the report discussed was "Euphoria in Th eatre." The teacher read the full story for children, explained what a synopsis, talked about the theater "Francis Ng" on the City Park, where the local theater . He completed his hobbies, he worked other reports, Dr. Sara Everything, Charte r Section, the children show great interest in sending a letter to the newspaper . After being worked on, the paper is fixed on the panel inside the classroom, cov er and lead story. 4.4-SNACK TIME Children are autonomous and at the moment, they grab their lunch boxes and put on their desks Many share his lunch with colleagues, some ask for help to open the juice and put the straw in the juices. Every day the children b ring fruit to school, they are placed into a container which is collected by an official of the canteen. The fruits are washed and cut and at the very end of th e evening happens when fruit, everyone eats a piece of each fruit to try. 4.5 .recess after lunch is formed a queue and the kids go down to the playground. It happens with the class of 04 years and lasts 30 minutes. The two teachers and o ne classroom assistant are responsible for the children in the yard at this time . The playground is considered a time of routine work, so teachers should have t he same care with children when they are developing any activity of daily routin e. He is part of the workload of the teacher's work. Various types of games are offered in the playground, such as rope, slide, ball, shuttlecock, Velotrol, hul a hoops, Doll House, etc.. When the teacher returns from recess organization ask s each child to his place and she sings a song to calm the crowd coming back a l ittle agitated. The 4.6-musicalization music class with Prof. Alessandra happens twice a week, on Tuesdays and Thursdays, lasting 01 hours. Children are taken t o another room. It's a delicious moment, the kids love.€This lesson is worked rh ythmic sequence, several music genres, relaxation, rimes, as rehearsals for perf ormances; Fair of Literature, June Festival, skills and recognition of body segm ents and parts of the body itself through the exploration of play and interactio n with others. 4.7-LIBRARY ROOM Within the hall there is a large variety of book s. Every Friday the children choose their books and take home. The return can be made until the following Friday. Those responsible for children should read the story to the child, is a way to stimulate interest in reading.

4.8-DUTIES OF CLASSROOM During the routine of the day some writing tasks are per formed in a room. The teacher works with the alphabet, it is clearly visible in the classroom, helping children to recognize and memorize the lyrics. (Annex VII I, models some additional room) 4.9-LANGUAGE MATHEMATICS The mathematics is worked out as follows: Numbering sys tem: Count the number of cases: Call; votes; calendar. Writing numbers on the ca lendar / Writing numbers and additive relations in jogosomar points of each team , comparing the overall score. Example: Game of Batalhacomparação quantities and numbers game of Dominoes-establish the mental image of the quantities of data, division of parts, a strategy to play. The notions of mediated activities are wo rked on experimenting, cooking and Projects. 4.10-Homework Twice a week is given homework, Tuesday and Thursday. The correction is made with students in a circl e. The task for Tuesday is corrected on Thursday and Thursday is corrected on Tu esday of next week. (Annex VII models some homework) 4.11-BOX HISTORY In the beginning of March was a vote to elect the story to be i maged. The children had few options to choose, the winner was the History of Coc a, Bia Berdran (Annex IX the full story). (Graph to view winning story) The purpose of this work includes: Children should memorize the story, each child make his book the room together to do another bo ok to donate to the school library, write the story equal to the CD and each mak e an illustration of his book. The teacher to work with the story calls for chil dren to pay attention to the characters of the story, asking: What are they? In what order do they appear? What is the character of major importance for the plo t of the story? Since there are no images that we see them as thought they are? In this day of observation, after listening to the story and remember, the class began painting in the book's pages with aniline and alcohol, discussed the char acterization of each character and the scene where the story takes place. Throug hout the process of making the book, more questions are raised for children, Wha t is the problem presented in this story? What is the strategy of the author to fix it? What is the outcome of this story? The purpose of these questions is to make students the book's production schedule, to make more concentrated, being c areful about the order of events. End result - the book made 4:12-WORKSHOPS The workshops take place every Wednesd ay, each teacher teaches a kind of workshop. Children 5 years of interacting wit h those of four years and are free to choose which workshop they want to partici pate. I followed the workshop LIVING SPACE - Prof. Fernanda. By making use of sp ace, enhanced the movement, sensation and interpretation of symbols. In this wor kshop are tested all the possibilities that space offers. The space is operated on a targeted, the use of materials, the resolution of situations requiring the organization, observation and description of materials, spaces or places and mov ement. Activity: Construction of a circuit was made available the following materials: rope, chairs, hoops, mats, brooms, tissues. The objective was to make the group think of a way of providing the materials forming a path that would enable chall enges to be overcome. After creating the circuit and the competition was talking about the organization of space, materials used and the challenges that this co urse provided. After this activity, the teacher proposed to record through drawi ngs. 4.13-PROJECT The Project is working "PEOPLES OF ANTIQUITY. Project content: The organization of groups and ways of being, live and work (past and present), the places and landscapes; identification of social roles, appreciation of the cultural heritage of their social group to another;€observing through images and reports of changes in landscapes over time. Nutrition Project: Films, texts and images. Procedures developed with the students: Formulation of questions, estab lishing relations of comparison, individual and collective formulation of conclu

sions and explanations. Project Duration: Academic year working on this book pro ject is "Children like you" UNICEF, which focuses on portraying a didactic manne r and cheerful everyday life of children living in different regions of the plan et. The teacher in a circle talking about the fact that there are people living in all parts of the world, via the map locates the continents and let the childr en talk about what they observed. Based on the book "Children like you," talks a bout the boy Monhammed Abdallah and raises several questions: Did you know that this boy lives there in Egypt? Who knows where is Egypt? When looking at this pi cture what you saw? The way he is dressed like ours? Looks like he writes his na me. They use the Arabic alphabet? What do you think Monhammad want to be when yo u grow up? What is the toy that Monhammed play? It is the same as the children p lay in Brazil? The father of Monhammed called Ahmed and his mother called Olfat. The names of people who live in Egypt are different from ours are not? Monhamme d calls his father "Baba" to his mother "Mama." Who knows what is the place wher e people do their prayers in Egypt? Monhammed makes all prayers in the mosque on Fridays. Monhammed have lessons in social studies, Arabic, English, mathematics st. His favorite food is strawberri es. This is the show that is near the house Monhammed. Children participate acti vely in the discussion at the end glue a photo of Monhammed in Egypt. In another situation, also based on the book "Children like you," another child is studied , Omar who lives in Mexico, the city of Cancun. Omar's father works by taking to urists from airport to hotel. The beautiful beaches of Cancun attracts tourists worldwide. The teacher starts a new discussion: Who here in the wheel is able to discover what fun pet Omar? Look at this testimonial: "I love the feeling of be ing in the water with the fish, they are so colorful. Yesterday I saw one that w as all transparent. "Looks like it is the home of Omar. What do you think of it? Omar Luis Angel called his father, a "papi" and his mother Lilia of "mami." Oma r has a pet, who knows what is this animal? The church near the home of Omar cal led San Francisco de Assisi. What you tell me about Omar? What are the differenc es between our lifestyle and goals? And Monhammed? Which one has habits similar to ours? discussion the teacher glue a picture of Omar in Mexico. Finishing The project is being developed throughout the school year, this period will be w orked consequetemente other countries and other cultures. 4:14 Language Arts-The teacher works with consideration and reflection. This work was first seen the p icture "Sunflowers" by Van Gogh. Later, it was discussed about the colors, lines , the artist's intention, which is one-dimensional and three dimensional art. Th e class executed paintings, then used a clay pot, cardboard, crepe paper and broomsticks . The family was invited to visit the work of art, an invitation was written with the participation of all. Dear family, We had a very nice and beautiful mural! W e would be very happy if you come here at the College diversity, see our exhibit ion. You can visit the period from 27/03/2009 to 04/03/2009, the beginning and e nd of class. We are waiting for you! A hug, Class of 5 years 4:15 SCULPTURE-To work with the first sculpture teacher raised prior knowledge o f the class and took notes, later showed pictures of sculptures made low and hig h relief. It is important to perform this activity assessment and reflection, ie , observe the works and images, discuss the elements present in it: Two-dimensio nal, three dimensional, lines, materials, colors and intent of the artist. The m aking of art emerges from what was observed using media and format suitable for production. This proposal covers a city tour of Belo Horizonte to hear these wor ks in public spaces. in Sculptures in high and low relief To understand the concept of low relief, the c hildren made drawings on the basis of clay, then filled the bases with plaster t

o create forms in high relief. Forms in high relief with the plaster dry. 4:16-EXPERIENCING This activity aims to provide observation, search and registra tion.€The teacher began the experiment NOTHING CAN BE SEEN WITHOUT LIGHT featuri ng a black box for the children and asking the following questions: What can we see in a dark box? Who likes to be in the dark? What can we do when everything i s in the dark? What are the sources of light we know and what the function of li ght? Materials used in this experiment: small flashlight, shoe box with lid, small pi cture or photo, old blanket and heavy table. The activity was carried out with s mall groups, children lay on the floor and just put his head in the dark under t he table. Here is the dark box, there is a hole at one end and children observe through it. The teacher guides: What you see there? Now I will change something, you can then look back inside the box. She lights the lantern and put under the flap of the cover and argues: Can you see anything in the box? Was there before , but you could not see it. Let's try to figure out why? Remove the flashlight a nd asks: The picture is still there, can see it? What happens when light disappe ars? Always need light to see things. Nothing can be seen without light. Upon co mpletion of the experiment was done to reflect on what children learned and made the record, step by step through drawing. Other experiments are made by supplem enting this and other new reflections: The light seems to travel in a straight l ine; The shadows are formed when light rays are blocked, the night is the shadow of the earth, All that we see reflected some light; The light contains many col ors. 4:17 Z-FA OF ACCOUNT The account does happen on Mondays and Thursdays beasts, ai ms to make the group establish a relation with others. Various situations are cr eated for the children let the imagination flow, such as: Ball costume, beauty s alon, shops, mechanic, house, medical offices, offices. This moment is magical, the children are very comfortable, the teacher makes some interventions in relat ions and helps to enrich the situations created. Some situations created in the make-believe: A boat trip was simulated where the gang went to Mexico and met wi th Omar (character in the book "Children like you" - as in the study design). Af ter a tour of Mexico, invited him to visit Monhammed in Egypt. In this way the t eacher investigates children and relates the characteristics and habits of each of these new friends (Omar and Monhammed). Another situation: A masquerade party is proposed and this ball is an accident (the children suggested a fire). Parti cipants in the ballroom need help and medical care. Some children make use of so me medical accessories such as masks, syringes, and some medications (empty medi cine boxes) and begin to make the call on colleagues. The teacher makes some int ermediation in order to establish a group compared with the other. 4:18-Board Ga mes Various games are worked in the classroom; battle, domino games, plug, memor y game, track, puzzle. The teacher divides the class into groups and focuses on the rules of each game. In dominoes, for example, monitors discussing with child ren how to start the game, how to divide the parts, where to put the pieces, wha t to do when we do not have the part that is at the ends of the game and take no tes. As noted, children do not have the autonomy to make the game more this with out the intervention of the teacher. In the games track the teacher organizes gr oups proposed questions allowing the children think about the path of the trail, such as: Who is in front, how much longer for a given child reaches the 10th ho use, which number needs to go out in the given range for that particular child a nother and so on. The group also concocted a set of track with the title: "First Purchase", the rules and challenges have been defined with the participation of all. 4:19 The teacher-written activity explores the rimes fixed on the poster makes a fool of game-word and children do activities complementing the phrases found in

accordance with the text. (See Annex VIII type of activities) 4:20-MAKING OF AN AGENDA working with literacy, the teacher proposes to develop an agenda for each child. The children investigated in magazines letters of the alphabet, cut and paste organizing the agenda in alphabetical order and at the s ame time make a very creative decor. With the guidance of the teacher write the data for each colleague, name / phone / birthday / address. (See model in Annex IX). 4.21 - FAIR OF LITERATURE Literature Fair is an event that promotes the school y ear and meeting the work done by students in kindergarten and elementary school. The theme for early childhood education (class of 5 years) this year was on the "Classics of Children's Story." The children were free to choose which characte r they wanted to work, led to school on the classic children's books; Beauty and the Beast, The Three Little Pigs, Cinderella, Rapunzel, etc.. From the choice b egan the process of creating characters, making the first drawing, then creating dolls with clay and finishing, made characters with biscuit dough. Initially, t he drawing made by children. Following the dolls made of clay. Finally the dolls made with biscuit dough. The final results presented at the Fair of Literature (09/05/2009). 4:22 SCHOOL-COMMUNITY RELATIONSHIP Despite having different roles to schools and families need to interact to ensure children's access to education. In this sen se, the school establishes a dialogue with families considering them as partners and interlocutors in the educational process and seeks to: Understand the probl ems and difficulties that children are facing perhaps; Expand understanding of t he development of children and adolescents; Meet values , beliefs and customs in which the child is inserted; understand the values and practices of families re lated to disciplinary procedures, hygiene and how to relate to people and instit utions for example. For school, the information obtained from this interaction r epresent support for the preparation of a work project to be consolidated into a practice that respects and embraces the cultural and ethnic differences of fami lies, that values and recognizes the importance of knowledge as " non-academic. " And above all result in a more coherent educational practice between them. Fre quetemente the community is invited to attend lectures and events sponsored by t he school. 4:23-CENTER TEACHER A major challenge for the College several with respect to th e teaching profession is the update on the development of new methodologies and teaching practices more efficient. In this sense, allows the formation is in ser vice and continuous, ie, the school is the space for teacher training. For this formation occurs at school provides moments for reflection and practice , this process of in-service training and continuing enables: standing Revision of curricula to meet the diversity of needs arising during the work; analysis on the teaching- learning lived in each room to assess the progress of students an d the difficulties of these. From this analysis, determine what are the difficul ties of students that are related to school organization and teaching strategies the teacher; weekly meetings for planning and reflection of the work; Stimulus for the formation of study groups; stimulus to exchange experiences; Organizatio n of meetings with teachers from other schools or universities; loans supporting materials, both for training as directed toward the development of work in the classroom. FINAL At the end of the probationary period required by the discipline Supervised Prac

tices I was sure of the importance of knowing the reality of a school. The inter action with the professionals has been extremely rewarding, I worked in an area with which I have never had contact and during this time, as my expectations cou ld experience the routine of daily school and conducting various activities. Thi s experience provided by the stage opens up the meaning of the constitution of a professional education, complements the academic training and provides support for a democratic and transformative role effectively. With all the respect that permeates our professional work, this experience at school showed me the importa nce of continued education and constant improvement of knowledge of the area of social needs, research of their own practice and the pursuit of current issues ( research professor ). Unfortunately the above did not provide discipline to the students and teacher trainees moments for guiding discussions, exchange of exper iences and reflections. It would certainly be a way to enhance our learning beco ming more significant all this. BIBLIOGRAPHY TRAINING MANUAL, 2009 - Pedro II School Accreditation Ordinance MEC-1096 from Ma y 29, 2006. __________________.€Lesson Plans, class of five years - College Sund ry. Period 23/03/2009 to 04/17/2009. DUTRA, Lenir P. et al. Proposed Rules of th e College Curriculum and Diversionary, Belo Horizonte, 2002. ANNEXES "Blessed is he who passes what he knows and learns what it teaches." Cora Corali na ANNEX I RESPONSE LETTER FROM SCHOOL ANNEX II STATEMENT OF SELF-EVALUATION OF SUPERVISED INTERN ANNEX III TRAINEE ASSESSMENT FORM ANNEX IV STATEMENT OF IDENTITY OF THE ESTABLISHMENT ANNEX V SHEETS RECORD OF ACTIVITIES OF STAGE I ANNEX VI SCHOOL CALENDAR ANNEX VII WORK FROM HOME ANNEX VIII DUTIES OF CLASSROOM ANNEX IX MISCELLANEOUS TASKS