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Students of the Bachelor's Degree in Biological Sciences have the opportunity to take internships in the areas of Science and Biology. Once the internship is one of the first contacts that the student-teacher has with his future field of action, this one, aims to provide moments of interaction with the school environment. According to Pimenta and Lima (2004) the internship is the main basis in the formation of teachers, because it is through him that the professional knows the indispensable aspects for the formation of the construction of the identity and the day-to-day knowledge. The same authors affirm that in addition, it allows the licenciando to develop the posture of researcher, to awaken the observation, acquiring the facility to reorganize the actions to be able to reorient the practice when necessary. For these reasons, we agree with Barros; Silva and Vásquez (2011), when they affirm that the Supervised Internship is an indispensable moment for the graduate making the connection between theory and practice, becoming this, a fundamental activity in what concerns the development of competences intrinsic to the responsible pedagogical action . For these reasons, on this occasion we will report the internship activities developed in the school, searching for alternative methodologies for classes differentiated in the teaching of Natural Sciences. The Natural Sciences cover the contents of Biology, Physics and Chemistry. Thus the present report aims to describe the experiences acquired and experienced during the development of Supervised Internship I, which can occur between the 6th and 9th grade of Elementary School. The practice took place in a municipal School, in the city of Iguatu CE, during the Natural Science classes, together with two 7th grade classes (30 students each), where we completed all stages of the internship process, from the recognition of the school, two weeks of observations and six weeks of regency. During the period of recognition of the school and observation in the classroom; we direct our attention to the school environment, the physical and pedagogical structure of the school; the behavior of the students in and out of the classroom, their participation in classes, as well as interaction with colleagues and the teacher. In this way, we were able to establish links with the basic education scenario itself and to experience moments of reflection about our teacher education. Biology is the science that studies all living beings, from the origin, evolution and dynamic functioning of organisms in their molecular scale to the population and interactional level is divided into several branches, among them, stands out Zoology. According to Araújo-de Almeida (2009), the teaching of Zoology has an immense importance for society, considering the relation of the human being with the other components of the animal kingdom, in the various aspects. This science involves several branches, it provides a rather high degree of difficulty for those who teach and study it, especially when it comes to the development of learning about taxa and their characteristics (WILSON, 2012). In this sense, during the regencies, we ministered zoology contents related to "Porifera, Cnidarians, Platelmines, Anelídeos and Molluscs". For this purpose, lectures were given with the presentation of photographs of the various organisms and the exhibition of short videos, reporting the life habits of these and its importance in the maintenance of life on the planet and lastly, we did the review of the contents through the teaching project. For Capra, Stone and Barlow (2006), the teaching of Sciences and animal diversity is indispensable in the formation of any individual. For we are constantly making decisions that affect the environment and the various organisms that exist in it and biological knowledge helps us to make better decisions in order to collaborate in the maintenance of life because we are another knot in the web. In view of this, this project consisted in using teaching methodologies with active participation of the students, with the purpose of helping them construct meaningful learning about how nature works. To do so, we divided each class into five teams of six students and made available a modeling mass for each of them to produce a different animal from the various groups mentioned, with the purpose of making the science / zoology classes attractive and playful. Thus, the methodology of teaching, fulfilled with the purpose of using other common resources (whiteboard, brush and textbook), such as modeling mass, styrofoam, photographs; which was highly positive, since both classes were very participative, creative and enthusiastic, revealing their abilities with the art in the production of the animals. And regarding learning, we focus on the relationships of humans with other animals and nature as a whole, an essential point for improving the relationship between man and nature. Both classes received our compliments, as well as their own colleagues and even the regent teacher. This teacher also praised us for the initiative, creativity and for the positive results that the project obtained with the students. We know that the zoology taught in Elementary School is centered on the transmission of information, having as strategy the use of the textbook and its transcription on the board, through expository and memoristical classes, which prevents the active participation of the students in the construction of knowledge (BRASIL, 1998). This way of teaching zoology in basic education can be related both to teacher training in undergraduate courses as well as to the use of traditional methods that are still widely used to teach classes. At the moment of praxis, which is the result of the practice with reflection on the theory, the student teacher has the possibility to unite the two, causing the student to obtain meaningful learning, because, as Freire (1996) says, to understand the theory one has to experience it. " In this way, we perceive a participatory and active student of his learning and the teacher (student) becomes a mediator next to him, in the construction of the knowledge. Thus, we could perceive the importance of the internship period and how much it requires of the trainees reflection and creativity, so that the objectives of both institutions (school and university) are achieved, that is, the teaching and learning process occurs both for the students of the school as well as the future teacher, as well as that he also has experience in the classroom, challenge, satisfaction and reflection, when everything works out and when not.

ESTÁGIO SUPERVISIONADO I: A ARTE DE SER PROFESSOR (A)