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This work addresses a teaching internship experience in the Pedagogy undergraduate program of a master's degree student at the Federal University of Mato Grosso. The aim of this text is to describe and analyze the teaching internship experience in the discipline "Research in Education". The teaching internship is a complementary activity to the formation of the postgraduate student and is obligatory to the students contemplated by the scholarships of the Coordination for the Improvement of Higher Level Personnel (CAPES). It was verified for the trainee that the experience in the teaching internship was quite positive. It was concluded that, besides the compulsory nature of the internship, it prepares the graduate student for teaching in higher education; this experience contributes to the reflections of the teacher, on what is necessary for the formation of the graduate and what is essential to be a teacher. [ABSTRACT FROM AUTHOR]

In focusing on the processes of democratization of Higher Education, the intersectionality of social categories - such as race, class, gender and sexual orientation - is a powerful way to perceive student needs and formulate interventions in the decisive factors of academic trajectories, especially in dealing with access, permanence and academic performance. In considering intersectionality and approaching authors, both current and classic, such as Luiza Bairros, Audre Lorde, Heleieth Saffioti and Kimberlé Crenshaw, the objective of this article is, from research data, to analyze factors that interfere in the permanence of lesbian quotartes black women and bisexual quotaters black women as well as reflect on the confrontation with the violence that affects them physically, materially and psychologically towards access to material and symbolic goods in the University and in other social spheres. The qualitative methodology was adopted, in order to add quantitative data, bibliographical and documentary research. [ABSTRACT FROM AUTHOR]