O estágio nos anos iniciais: contribuições para formação docente

Abstract

The internship in teacher training for the initial years provides direct contact for graduates with the school environment, at this stage of basic education and this provides a moment of learning and experience in the degree course in Pedagogy. In this way, the objective is to understand the impact of the internship on teacher training for the initial years of pedagogy students at the Federal University of Tocantins. Students who are in this process need to understand the impacts of the mandatory curricular internship when they are in the training process, seeking to research the teacher's identity through the historical, cultural and social trajectory of the pedagogy course. Think about the legal aspects of teacher training legislation Common National Curriculum Base, Law of Guidelines and Base, National Curricular Guidelines for basic education, Curricular Guidelines for the pedagogy course in order to understand the implications of initial teacher training. In this sense, the problem question of this Course Completion Work is: What are the contributions of the curricular internship to teacher training in the initial years? The theoretical framework used is based mainly on the following authors: Paulo Freire and Selma Garrido Pimenta, among other authors relevant to the work. The research developed was bibliographic and exploratory. Upon completing the research, it was noted that the mandatory supervised internship contributes to initial training as a teacher, providing the opportunity to articulate theoretical-practical learning from what was provided at the University, thus enabling the constitution of teaching knowledge and the construction of the professional identity of future teachers.