Supervised internship in children education: a dialectical relationship Between theory and practice
This paper presents the legislation on supervised internship and theoretical references about its importance in undergraduate courses, specifically in the Children Education, it is different from the other stages, considering the age served (0 to 5 years), because has as characteristic the discovery...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Estadual de Ponta Grossa (UEPG) |
| Repositorio: | Olhar de Professor (Online) |
| Idioma: | portugués |
| OAI Identifier: | oai:uepg.br:article/13885 |
| Acceso en línea: | https://revistas.uepg.br/index.php/olhardeprofessor/article/view/13885 |
| Access Level: | acceso abierto |
| Palabra clave: | Educação Infantil Estágio Supervisionado Formação Docente Children Education. Supervised internship. Teacher Training. Educación Inicial. Pasantía Supervisada. Formación de profesores |
| Sumario: | This paper presents the legislation on supervised internship and theoretical references about its importance in undergraduate courses, specifically in the Children Education, it is different from the other stages, considering the age served (0 to 5 years), because has as characteristic the discovery of the world through play, playfulness, interaction with peers, objects and their most experienced partners. Historically, this stage has been linked to care, often dissociated to educational actions. We present a experience report of a partnership for internship between an institution of public Children Education and a teacher training institute of high school, in the Normal modality in Curitiba-PR. The dialectical movement between theory and practice provided by the internship show new perspectives to the initial and continuous teachers’ training. |
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