A Descriptive Analysis

Internship Experience and the Genealogy of Power and Knowledge Relations in School

Abstract

This Experience Report aims to develop a descriptive, reflective, and critical analysis of the experience of Supervised Teacher Training III (Philosophy), based on the experiences and observations conducted at Desembargador Floriano Cavalcanti State School (FLOCA). In this sense, this text aims to highlight the procedures carried out, starting from the characterization of the school community, the planning of activities, the analysis of the methodological aspects of teaching and learning, the observed evaluation criteria, the applied didactics, the teacher-student relationship, and collective dynamics in the classroom, with the purpose of conducting an investigation focused on critical thinking about the school reality and the educational practices adopted by the teacher, using Michel Foucault's work Microphysics of Power as a theoretical basis. Thus, it seeks to relate the concepts of genealogy and biopower associated with knowledge, with the intention of linking philosophical theory to the investigation of teaching practice, referring to power relations that are constituted in the institutional context and consequently permeated by society on a structural level. Therefore, it aims to identify the strengths and weaknesses of the internship, exposing both the positive and negative aspects and indicating possible results grounded in the experiences gained at the school. Additionally, it aims to create a synthesis that considers the existing challenges in the educational sphere, correlating them with the mechanisms of epistemological and pedagogical reproduction and control, while proposing alternatives to think about the construction of effective teacher training that can disseminate reflections leading to changes capable of fostering the emergence of new languages and methodologies.