THE SUPERVISED CURRICULAR INTERNSHIP AND PEDAGOGICAL PRACTICE IN EARLY EARLY EDUCATION: CHALLENGES AND POSSIBILITIES IN PEDAGOGIST TRAINING

Abstract

The study discusses the Supervised Curricular Internship (ECS) in early childhood education as a structuring axis of the pedagogue's initial training, highlighting the distance between the National Curricular Guidelines (DCN) and their implementation in Pedagogy courses. The central problem refers to the challenges and potential of the internship as a space for training praxis. The objective is to analyze how the ECS contributes to the construction of pedagogical practice in Early Childhood Education, highlighting limits, possibilities and its relevance for the professional teaching identity. The research, qualitative in nature, was based on theoretical documentary analysis of academic productions and regulatory frameworks, especially the DCN and studies on teacher training, professional knowledge and supervised internship. The results reveal persistent challenges, such as the bureaucratization of internships, fragmentation between theory and practice, the persistence of welfare conceptions and the fragility of the university-school relationship. On the other hand, they show that ECS, when guided by a critical perspective, promotes integration of knowledge, an investigative stance, understanding the complexity of Early Childhood Education and strengthening professional identity. It is concluded that the ECS is fundamental for the training of the pedagogue, as long as it is conceived as a formative praxis and supported by institutional conditions that favor meaningful and socially committed experiences.