Intervention action in the supervised internship in Geography II:

family farming in school meals

Abstract

This article analyzes the experiences lived during the Supervised Curricular Internship in Geography II, carried out at the Professor Antônio Aladim de Araújo State School, in Caicó/RN, between September and November 2025. The central objective was to observe teaching practices and apply a pedagogical intervention proposal focused on the theme of family farming and its relationship with the National School Feeding Program (PNAE). The methodology adopted was qualitative and descriptive, involving systematic observations in high school classes, planning and execution of a dialogued expository lesson, followed by tasting of foods from family farming and application of an evaluative questionnaire. The results showed gaps in students' knowledge about the origin of school meals and the relevance of family farming, as well as resistance to the consumption of healthy foods in favor of processed foods. The discussion points to the need for pedagogical practices that articulate geography content with social and nutritional issues, strengthening civic education and the link between school and community. It is concluded that the supervised internship constitutes a privileged space for critical reflection on teaching and for the inclusion of relevant themes in the educational process.