The training process is a moment of socialization, and more than that, it is the
construction of the professional teacher identity, a period in which students are
polished to appropriate enough knowledge to mobilize the experiences acquired
during graduation in action. In the Licentiate Degree in Chemistry course, the
pedagogical disciplines as well as the experiences obtained during supervised
internships, provide undergraduates with the opportunity to experience teaching
practice in practice, valuing the experiential character. Therefore, this research aims
to produce a self-narrative that presents the contributions of Supervised Internships
for the construction of the teaching identity of the undergraduate in Chemistry.
Therefore, for the completion of this course completion work, a narrative of the day in
the internship field is highlighted, as well as the challenges faced and the challenge
of the Pandemic facing the direct results in learning. The data used were the
theoretical and methodological foundations, experiences and observations
experienced during the disciplines of supervised internships I, II, III and IV, of the
Licentiate Degree in Chemistry at the Federal University of Tocantis (UFT), Porto
Nacional campus. Internships are extremely important for the formation of the
student, because it is the moment when they learn with and about the reality
experienced in such a way that it allows the construction of their identity as a teacher.
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