Supervised internship in children education: a dialectical relationship Between theory and practice
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Abstract
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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