THE CURRICULAR INTERNSHIP IN TEACHER TRAINING: DIVERSITY, POLICIES, AND CURRICULAR PRACTICES

Abstract

This study analyzes the supervised curricular internship (SCI) as a structuring axis of teacher training, articulating the fields of diversity, educational policies, and curricular practices. From a critical-dialectical approach, the research shows that the internship constitutes a space of dispute between antagonistic rationalities: on the one hand, the neoliberal logic, which tends towards standardization, the commodification of training, and the reduction of practice to technical procedures; on the other hand, critical perspectives that affirm the internship as investigative praxis, a space for the production of knowledge and a transformative reading of school reality. The analysis of normative documents, scientific productions, and contemporary guidelines, such as CNE/CP Resolution No. 4/2024, reveals tensions between policies that weaken the internship and movements that seek to reposition it as a situated, face-to-face formative experience articulated with the public school. The study demonstrates that diversity, understood as a historical construction traversed by inequalities, constitutes a central dimension for understanding the internship as an ethical-political space. It is concluded that strengthening the internship implies consolidating investigative curricular practices, adequate institutional conditions, and policies committed to critical thinking and social justice.