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Thiago Severo Gonçalves 1

Thiago Silva 2

Thiago Viola 2

Thiago Wendt Viola 30

Thiana Sebben Pasa 2

THIBAULT, ROBERT T. 1

Thiciane Couto 1

THIEBAUT DE SCHOTTEN, MICHEL 2

THIELE, ANA LÚCIA PURPER 1

Thiele, Ana Lúcia Purper 1

Thiele, Pablo Frederico Oliveira 1

THIENGO, SILVANA C. 1

Thier, Fábian Chelkanoff 1

THIESEN, F.V. 1

THIESEN, FLAVIA VALLADAO 1

Thiesen, Flavia Valladão 2

THIESEN, FLÁVIA VALLADÃO 1

THIRUPATHI, ANAND 1

This study proposes a reflection on the importance of supervised internship in the organization of pedagogical praxis, its contribution to the constitution of teachers and construction of the professional identity of the undergraduates of the Pedagogy course. It is about understanding graduation as initial training and addressing the indispensability of continuing education. The general objective of this study is to understand the purpose and importance of supervised internship of pedagogue’s formation. Afterwards, the specific objectives that guide the investigation unfolds: interpreting how the teacher’s formation process takes place; indicate the bases for the construction of the professional identity of Pedagogy graduates; identify the teaching knowledge. The theoretical basis that supports this research comes from authors such as Tardif (2010), Pimenta and Lima (2011) and Libâneo (1993) that discusses the plurality of teaching knowledge. Schön (2000) and Freire (2003) who discusses the scope of pedagogical practice that transcends theoretical and disciplinary knowledge. Libâneo (2006) that describes the transdisciplinarity of the attributions that the teacher needs to meet in their pedagogical practice. Pimenta and Lima (2011) highlight the prominence of the curricular internship in the training of pedagogues. In the many contributions of Nóvoa (1992), Freire (1996) and Schön (2000) teacher training is considered continuous and essential for a critical-reflective pedagogical exercise. The methodology applied in this qualitative research was organized into two semi-structured interview scripts, in order to ascertain the contributions of the supervised internship in the teacher constitution and professional identity of pedagogues. The instrument of research was applied to three trained pedagogues and one undergraduate completing the last semester of graduation in Pedagogy. From the data collected, it was possible to scale the formative importance of the curricular internship and its implications directly on teacher constitution and professional identity. 1

This work is divided into two distinct parts: the theoretical and the creative. The first part consists of a personal essay that addresses the social origins of comics, relating them to the appearances of superheroes throughout the decades. To do so, it draws on the theoretical frameworks of Denise da Costa Oliveira Siqueira and Marcos Fábio Vieira (2008): De comportadas a sedutoras: representações da mulher nos quadrinhos, and of Fabiana Oliveira Gillet and Luiz Cezar Silva dos Santos (2021): Representação gráfica de mulheres gordas nas histórias em quadrinhos da Turma da Mônica, The research correlates the analysis of stories featuring Carol Danvers as a precursor to female protagonism in Marvel Comics' narratives with the social issues of the time. As for the second part it is a creative sample composed of essential moments from a script of graphic narrative: synopsis, characters and comic script. The story aims to showcase female protagonism through urban fantasy set in the city of Porto Alegre, simulatin 1

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