Supervised internship in the pedagogy course: socio-philosophical alternatives in the construction of teacher training

Abstract

This study analyzes the supervised internship report and the circumstances of the early childhood education teaching unit using a qualitative documentary study approach. It questions the role of the supervised internship from a socio-philosophical perspective, reflecting on fundamental elements in pedagogy teacher training. As reference authors, Pimenta and Lima (2012) are considered in the conceptualization of the supervised internship, its challenges and contradictions; Saviani (1999; 2004; 2020) to discuss the role of philosophy in teacher training; and Nóvoa (2002), who debates teacher training, valuing professional experience and the sharing experience. As a result, it produced three categories, which showed the importance of the supervised internship in breaking with practicality in teacher training. The production promotes fruitful documentary reflections on the training path between announcements and denunciations of the conditions analyzed.