Supervised internship in children education: a dialectical relationship Between theory and practice
DOI:
https://doi.org/10.5212/OlharProfr.v.22.0011Keywords:
Children Education. Supervised internship. Teacher Training.Abstract
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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