THEORY AND PRACTICE IN RURAL EDUCATION: A LINGUISTIC AND LITERARY ANALYSIS OF THE TEACHING EXPERIENCE IN TEACHING INTERNSHIP II (HIGH SCHOOL)

Abstract

This article explores the experience of supervised internship in the Bachelor's Degree in Rural Education, and highlights the importance of integrating theory and practice in teacher training, emphasizing the relevance of the internship as an opportunity for immersion in the educational reality. The research was conducted at the Jader Barbalho State School in Santarém, Pará, involving students from the 1st to the 3rd year of high school. The methodology adopted focused on the production of argumentative essays, with the theme “Programa Pé-de-meia”, a financial incentive from the federal government to keep students in schools. The analysis of the students' texts revealed challenges in structuring, arguing, and using language, highlighting the need for and understanding of the theme. Therefore, it contributes to and discusses the importance of students' textual production as a tool for assessing their skills in articulating ideas and writing, as well as understanding teacher training in the context of rural education, highlighting the importance of pedagogical practice combined with theory.