CURRICULAR INTERNSHIP: SYSTEMATIZATION AND PERCEPTION OF THE SUBJECTS INVOLVED

Abstract

In order to achieve the objective of the study, to map the implications of the curricular internship in training and acting for teaching, it was necessary to base it on qualitative research, since it analyzes the object of study in all its complexity. Thus, the curricular internship, in the Early Years of Elementary Education, is organized as a locus of research, structured in a Pedagogy course that takes place in a public university located in the north of the state of Parana. The information obtained was collected through observations, interviews, questionnaires and documentary research. Based on the proposed objective, we sought to verify how this internship is conceived in institutional documents and, also, how it is carried out in a daily life. In the interweaving of what appears in the consulted documents and what has been seen in the routines, actions are presented, considered as positive or negative by the subjects participating in the study, which interfered in the teacher training or in the schools where the internship took place. From the data presented throughout the text, in the final remarks the academic community, especially the university, which is responsible for the curricular internship, at the time of initial training, is called upon to rethink what still needs to be revised in its configuration and structuring, with a view to giving voice to school subjects and training teachers who know how to deal with the challenges of contemporary school.