CURRICULAR INTERNSHIP: SYSTEMATIZATION AND PERCEPTION OF THE SUBJECTS INVOLVED

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dc.contributor.authorMoro Nascimento, Mari Clair [UNESP]
dc.contributor.authorLeite Barbosa, Raquel Lazzari [UNESP]
dc.contributor.institutionUniversidade Estadual Paulista (UNESP)
dc.date.accessioned2022-04-28T17:21:03Z
dc.date.available2022-04-28T17:21:03Z
dc.date.issued2021-05-01
dc.description.abstractIn 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.en
dc.description.affiliationUniv Estadual Paulista Julio de Mesquita Filho UN, Marilia, SP, Brazil
dc.description.affiliationUnespUniv Estadual Paulista Julio de Mesquita Filho UN, Marilia, SP, Brazil
dc.format.extent117-138
dc.identifierhttp://dx.doi.org/10.15600/2238-121X/comunicacoes.v28n2p117-138
dc.identifier.citationComunicacoes. Piracicaba: Univ Metodista Piracicaba-unimep, v. 28, n. 2, p. 117-138, 2021.
dc.identifier.doi10.15600/2238-121X/comunicacoes.v28n2p117-138
dc.identifier.issn0104-8481
dc.identifier.urihttp://hdl.handle.net/11449/218446
dc.identifier.wosWOS:000733964200009
dc.language.isopor
dc.publisherUniv Metodista Piracicaba-unimep
dc.relation.ispartofComunicacoes
dc.sourceWeb of Science
dc.subjectSCHOOL DAILY LIFE
dc.subjectCURRICULAR INTERSHIP
dc.subjectINITIAL FORMATION
dc.titleCURRICULAR INTERNSHIP: SYSTEMATIZATION AND PERCEPTION OF THE SUBJECTS INVOLVEDen
dc.typeArtigo
dcterms.rightsHolderUniv Metodista Piracicaba-unimep

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