THE SUPERVISED INTERNSHIP IN THE FFCLRP PEDAGOGY COURSE: HISTORICAL CONSTRUCTS FROM ITS PEDAGOGICAL PROJECT

• DOI: 10.22533/at.ed.558342313012

• Palavras-chave: pedagogy course, supervised internship, curricular internship, teacher training.

• Keywords: pedagogy course, supervised internship, curricular internship, teacher training.

• Abstract:

  ABSTRACT: This text is part of the studies carried out within the scope of the Study and Research Group on Teacher Training and Curriculum (GEPEFOR), in the context of the Faculty of Philosophy, Sciences and Letters of Ribeirão Preto at the ‘’Universidade de São Paulo’’ and is of unique importance as there is currently a movement to dismantle the pedagogy course by the CNE, when dealing with the revision of the National Curriculum Guidelines for Pedagogy, Resolution CNE/CP 1/2006. Its objective is to analyze the supervised internship in the Pedagogy Course since the implementation process of the Course, in 2002, until the present moment, identifying the versions of the Pedagogical Project, its proposal and conception as a formative and curricular axis, guiding the formation of the pedagogue. We understand the curricular internship as a field of knowledge and research that contributes to the professionality of the pedagogue. This is a qualitative study, whose corpus of analysis consists of the Internship Programs of the Pedagogy Course at FFCLRP/USP, analyzed from the perspective of document and content analysis, referenced by the literature on teacher training. The data indicate that the aforementioned internships play a relevant role in the training process, being offered and organized throughout the course in different formats that aim to better adapt to the areas of intervention of the future professional, providing training opportunities in the areas of Education. Kindergarten and Early Years of Elementary Education, as well as an effective relationship between university and public school.