SUPERVISED CURRICULAR INTERNSHIP IN BSc COURSES: HISTORICAL, POLITICAL AND PEDAGOGICAL ASPECTS

Abstract

The article analyzes the supervised curricular internship in undergraduate courses from a historical, political and pedagogical perspective, understanding it as a central training component in the constitution of teaching identity. Based on historical-dialectical materialism, the study adopts a bibliographical review as a methodological procedure, mobilizing theoretical productions from the field of teacher training from a critical perspective. The analysis shows that the supervised internship, historically constituted, is crossed by structural contradictions and political disputes, which directly affect its organization and training purposes, oscillating between instrumental perspectives and praxis-oriented proposals. When understood as a space of mediation between theory and practice, university and school, the internship opposes the conception of a merely practical or technical activity. It is concluded that its training potential is not guaranteed by legal regulations, but depends on the concrete conditions of its implementation, the pedagogical conceptions that guide it and the recognition of the school, especially the public one, as a legitimate space for teacher training, which can assume both a reproductive and emancipatory character in the training process.