Supervised curricular internship in non-school areas: contributions to initial training of educators

• Autor(a) principal: Pereira, Ana Lúcia Nunes
• Data de Publicação: 2020
• Outros Autores: Feldmann, Marina Graziela
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista de educação popular (Online)
• Texto Completo: https://seer.ufu.br/index.php/reveducpop/article/view/49970
• topic: Estágio Curricular Supervisionado; Educação não escolar; Formação docente; Pedagogia; Supervised internship; Nonschool education; Teacher in training; Pedagogy

The study analyzes the supervised curricular internship in non-school areas and its contributions to the educator’s initial training. We start with the question: what formative contribution does the supervised curricular internship in non-school spaces enable teachers in formation from the Pedagogy Course in the State University of Bahia? Our research objectives are: identifying the articulation between curriculum, culture, and training in the internship in these areas and then, analyzing if the internship in these areas has contributed to the student’s formation. The research fits the principles of qualitative research, developed in two interdependent phases. The first one consisted of bibliographic research and document analysis about the referred field of study. The second one was an investigation of the phenomenon, which seeks to rescue the view of the subjects involved in the formation process. The subjects of this study were thirty teachers in formation and five coordinator teachers. The study showed that the internship in non-school areas is an important field for the expansion and performance of the professional educator; as a space for building education and humanization and also explained the distance between theory and practice in the development of their actions.