INTERFACES BETWEEN SUPERVISED CURRICULAR INTERNSHIP, DIDACTICS, AND PEDAGOGICAL PRACTICES IN TEACHER TRAINING: A DIALOGUE WITH HISTORICAL-DIALECTICAL MATERIALISM

Abstract

This study analyzes the interfaces between the Supervised Curricular Internship (SCI), Didactics, and pedagogical practices in the training of educators, in light of historical-dialectical materialism. Starting from the understanding that teacher training is traversed by historical, political, and social determinations, the mediations that structure the internship as a space for praxis and knowledge production are investigated. The research, of a bibliographic and documentary nature, mobilizes classic and contemporary authors of education and critical social theory, as well as recent regulations governing teacher training in Brazil. The results show that the SCI, frequently reduced to a bureaucratic requirement, has formative potential when articulated with Didactics as a theoretical-practical mediation and with pedagogical practices as a concrete expression of teaching work. The categories of totality, contradiction, mediation, and praxis reveal that these interfaces constitute a field of dispute between antagonistic formative projects: on the one hand, neoliberal rationality, which fragments and instrumentalizes training; On the other hand, there is the critical perspective, which affirms teaching as an intellectual, ethical, and political activity. It is concluded that strengthening the internship as a space for investigation and reflection is a condition for consolidating a critical and socially committed teacher training.