The work aims to analyze the conceptions of graduates of the Licentiate Degree in Natural
Sciences, at the Federal University of Pará, Tocantins-Cametá campus, Oeiras do Pará pole,
regarding their academic training under the Supervised Internship. For this, we resorted to the
qualitative research approach (BOGDAN; BIKLEN, 1994), and the foundations of descriptive
research (GIL, 2008). For data collection we used the collective interview technique “Focal
Group” (GATTI, 2005), with eleven trainees, analyzed from the perspective of Textual
Discursive Analysis (MORAES, 2003). Future Science teachers highlight the importance of
the internship in their formative trajectories and the difficulty encountered in discerning
teaching theories in practice. Most of the interns' conceptions are linked to the internship view
as the practical part of training. They confessed some difficulties they had during the
processes, which reveal insecurity in their teaching practices. However, it is noteworthy that
they have a reflective sense, something necessary for pedagogical actions. The internship is a
great ally for science graduates, given that science education is democratically linked to the
development of critical citizens, teaching must consist of inter and multidisciplinary activities,
the teacher has a fundamental role to consolidate these perspectives.
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