Weaving threads, trajectories and meanings about the teaching internship and training in Geography

Intertwining the trajectories and building a thread of meaning for the different apprehensions about the supervised internship is the objective of this article, which has, as its research axis, the way in which teachers think, feel and live this experience, whether at school, whether at university. Through interviews, this and other questions are recalled and told by the interviewees and participants in a study conducted with geography teachers in the state of Rio de Janeiro. Some common threads emerged from the intertwining of the teachers' trajectories: i) the relationship and affirmation of the interviewees with the public school; ii) the encounter with Geographic knowledge, specifically with place as a spatial experience and scalar reference; iii) continued training driven by the "school place". Added to these common threads are work and teaching identity as structuring categories of the supervised internship. The emergence of these questions, categories and concepts reinforces the interface between Geography and Education. The "school place" is an exercise and a synthesis of the dialogue between these two areas of knowledge. Finally, we emphasize the importance of accessing teaching trajectories and geographies as an element of building bridges between the different subjects involved with the supervised internship.