5 1 INTRODUCTION 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 in the 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 year03- 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 Deputado Josu 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

6 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.

2 SUPERVISED 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. 2.1 CONCEPT 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

7 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. 2.2 NATURE, 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.

8 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 better results. As a result student who graduate are enabled in defending their thesis through the established existing standards a trainee teacher is able to observe a professional 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

9 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 09th 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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4 DIDACTIC 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. 4.1 FIRST SUPERVISED TRAINEESHIP (HIGH SCHOOL) The first supervised English Language Traineeship was done during the fourth period of the second semester of 2011. 4.2 SECOND SUPERVISED TRAINEESHIP

11 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. 5.1 LOCALIZATION 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.

12 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 neighborhood and adjacent areas. low and middle income earners families as students. The students are mainly from the

6 IDENTIFICATION AND CHARACTERIZATION OF SCHOOL 6.1 HISTORICAL 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

13 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 the internal 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. 6.2 COMMUNITY/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.

6.3 PHYSICAL ASPECTS Administration: 06 Security: 06 Cook: 6 General Services: 8 Principal: 1

14 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.

15 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).

6.5 STUDENTS CHARACTERISTICS 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)

16 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.

6.7 SCHOOL 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 7.1 Teachers 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

17 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 where they 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 of discipline 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

18 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

19 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 the elevation 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 and helps 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.

20 9.3 DELIMITATION OF THEME Reading and the comprehension of texts in English language with the first year students 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 texts in English language. 9.5 HYPOTHESIS lack 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 cognitive development, cultural formation, access to information and knowledge, expression and critical judgments between other areas, is a basic skill that one needs to

21 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 possible through the text. Reading can include as an important part when we analyze text, because it can help the

22 students in analyzing what kinds of text reading by them and 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- up process. This process begins with a text, or a collection of marks called graphic features, on a page, organized in such a way that readers can actually decode this data and 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 of reading 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, how exciting 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 dont know why youre being asked to read it? You did only a mediocre job of retaining 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 out potential distracting information. Whenever you are teaching a reading technique, make sure students know their purpose in reading something.

23 (According to H. Douglas Brown)

How do we begin to read? The representation of writing can help us retain the names that have pronunciations Complex or unfamiliar. When we have to learn 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 obtain information for some purpose or because we are curious about some topic. To obtain instructions on how to perform some task for our work or daily life,Examples, knowing how an appliance works. To act in a play, play a game, do a puzzle. To keep in touch with friends by correspondence or to understand buseness letters. To know when or where something will take place or what is available. To know what is happening or has happened 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.

24 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 Language Pedagogy. 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....................................................................................................................5 2 SUPERVISED CURRICULAR TRAINEESHIP...............................................................6 2.1 CONCEPT............................................................................................................................6 2.2 NATURE, HISTORY AND LEGISLATION...................................................................6 2.3 Traineeship at University...............................................................................................8 2.4The Matter of Curricular Traineeship in student / teacher formation...............8 3 TECHNICAL ORIENTATION..............................................................................................9 4 DIDACTIC ORIENTATIONS.............................................................................................10 4.1 FIRST SUPERVISED TRAINEESHIP (HIGH SCHOOL)........................................10 4.2 SECOND SUPERVISED TRAINEESHIP....................................................................10 5 GEOGRAPHICAL LOCATION OF THE COMMUNITY WHERE THE SCHOOL IS LOCATED.................................................................................................................................11 5.1 LOCALIZATION IN CONTEXT OF THE DISTRICT AND CHARACTERISTICS .....................................................................................................................................................11 5.2 GEOGRAPHICAL CONTEXTUALIZATION..............................................................11 6 IDENTIFICATION AND CHARACTERIZATION OF SCHOOL................................12 6.1 HISTORICAL ASPECTS................................................................................................12 6.2 COMMUNITY/SCHOOL RELATIONSHIP..................................................................12 6.3 PHYSICAL ASPECTS.....................................................................................................13 6.4 ADMINISTRATIVE ASPECTS......................................................................................14 6.5 STUDENTS CHARACTERISTICS...............................................................................15 6.6 SCHOOL DOCUMENTATION (Pedagogical Project and Policy).....................15 6.7 SCHOOL STRUCTURE / CONDITIONS FOR USE.................................................15 6.8 BREAK DYNAMICS........................................................................................................15 7 OBSERVATION OF THE CLASS TRAINEE I..............................................................15 7.1 Teachers Information...................................................................................................15 7.2 Teachers Presentation.................................................................................................16 7.3 Class Planning................................................................................................................16 7.4 Class Performance (Methods, Tecniques and learning Resourses).............16 7.5 Corrections.......................................................................................................................16 7.6 Difficulties Presented by the Teacher....................................................................16 7.7 Performance in Class....................................................................................................16 7.8 Evaluation (How the teacher evaluates the learning process of the students)..................................................................................................................................17 7.9 Developed of student/traineeship in trainee supervised.................................17 8 OBSERVATION OF THE CLASS TRAINEE II.............................................................17 8.1Teachers Information....................................................................................................17 8.2 Teachers Presentation.................................................................................................17 8.3 Class Planning................................................................................................................17 8.4 Class Performance (Methods, Tecniques and learning Resourses).............17 8.5 Correction.........................................................................................................................18 8.6 Difficult Presented by the Teacher...........................................................................18 8.7 Peformance in Class.....................................................................................................18 8.8 Evaluation (How the teacher evaluates the learning process of the students)..................................................................................................................................18 8.9 Supervised traineeship in the school of training................................................18 9 RESEARCH LABOTATION PROJECT........................................................................19 9.1 TITLE..................................................................................................................................19

26 9.2 THEME................................................................................................................................19 9.3 DELIMITATION OF THEME.........................................................................................19 9.4 PROBLEMS......................................................................................................................19 9.5 HYPOTHESIS..................................................................................................................19 9.6 OBJECTIVES...................................................................................................................19 9.6.1 GENERAL OBJECTIVE.............................................................................................19 9.6.2 SPECIFICS OBJECTIVE...........................................................................................19 9.7 JUSTIFICATION..............................................................................................................20 9.8 THEORETICALS..............................................................................................................21 REFERENCE............................................................................................................................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 English Language (Language Arts Discipline), for obtaining marks for fifth periods, through Professor Margareth Leite Alencar M.sc. of Escola Superior Batista do Amazonas.

MANAUS 2012