THE SUPERVISED CURRICULAR INTERNSHIP IN BSc COURSES: PERSPECTIVES AND CHALLENGES

Abstract

The chapter analyzes the Supervised Curricular Internship (ECS) as a structuring component of initial teacher training, placing it within the historical, political and pedagogical disputes that permeate Brazilian higher education. From an analytical theoretical approach, based on bibliographical and documentary research, it is discussed how the internship was historically marked by technical rationality, curricular fragmentation and conceptions of practice centered on the imitation of models and teaching instrumentalization. In contrast, critical perspectives stand out that understand ECS as a field of knowledge, space for investigation and training praxis, articulating theory and practice as a dialectical unit. The results show that the expansion of distance education, the intensification of privatization and the rationalization of training processes directly impact the institutional conditions for carrying out the internship, favoring its bureaucratization and pedagogical emptying. At the same time, the potential of the ECS to promote critical reflection, the production of teaching knowledge and the confrontation of educational inequalities is reaffirmed, especially when supported by collaborative relationships between university and school. It is concluded that strengthening the internship as a training praxis requires consistent institutional policies, appreciation of collaborating teachers and curricular projects committed to the democratization of public education.