Estudar, trabalhar e estagiar: na contramão de formar professoras de química no período noturno

Abstract

This study aims to understand the written accounts provided by working interns enrolled in the Supervised Internship V (ES V) component of the evening program, in the second semester of 2025, of the Chemistry Licentiate course at UFGD. This is a qualitative research study, based on the lived experiences of three undergraduate students who narrate their academic journeys and the challenges they faced in integrating the three demands into their daily routines. For data collection, Catalyst questions, validated by research collaborators, were used, and the analysis was conducted through narrative research, with an emphasis on the lived experiences of the participants (Dorneles, 2016; Clandinin & Connelly, 2011). The methodology involved the analysis of narratives, based on the theory of Writing-Life, proposed by Conceição Evaristo (2020), which contributes to the understanding of the subjectivities and resistances of these women in teacher training. The methodology involved the analysis of narratives, based on the theory of Writing-Life, proposed by Conceição Evaristo (2020), which contributes to the understanding of the subjectivities and resistances of these women in teacher training. However, resistance strategies are also highlighted, such as building support networks and engaging in programs like PIBID, which favor remaining in university. The study suggests the need for more flexible institutional internship policies to better meet the conditions of working interns during the evening shift.