THE SUPERVISED CURRICULAR INTERNSHIP AS A TRAINING PRACTICE IN PEDAGOGY COURSES

Abstract

This article analyzes the Supervised Curricular Internship (ECS) in Pedagogy courses as a field of epistemological, political and training dispute, seeking to understand how different conceptions of teaching, university and school shape their organization and training potential. The research, of a qualitative and theoretical analytical nature, is based on a critical review of the literature and the interpretation of studies that discuss the relationship between theory and practice, the university-school articulation and the specificities of internships in early childhood education and in the early years of elementary school. The results show the coexistence of different training models, ranging from technical perspectives, focused on the application of methods, to critical approaches that affirm the internship as a training praxis and a space for the production of teaching knowledge. It is noteworthy that the quality of the ECS depends on the co-responsibility between university and school, the recognition of knowledge from experience and curricular integration. It is concluded that the consolidation of the internship as a critical praxis requires institutional conditions that ensure qualified monitoring, articulation between teaching, research and extension and commitment to democratic and socially referenced teacher training.