Supervised Curricular Internship: The Pedagogy Curriculum at the Federal University of Grande Dourados

Abstract

This article addresses the theoretical aspect of the Supervised Curricular Internship and aims to analyze the curriculum of the Pedagogy Course at the Federal University of Grande Dourados, as well as the possibilities and limits of the Internship in Teacher Training. It is a qualitative research of documentary and theoretical analysis. From the analysis of the PPC of the course, it was possible to demonstrate that the Internship enables the formation of a critical-reflective professional, a factor that is due to the time and permanence of academics in the school environment, in which theoretical-practical activities are made possible in light of the diversity and multiplicity of issues inherent to school organization, and the challenges observed by future teachers are problematized in the light of theory in the academic environment, which makes the relationship between universities and schools continuous. Finally, understanding the Internship as a fruitful training movement in teaching and research, mainly in expanding the workload and as a curricular component with its own regiment, as presented in the PPC of the Pedagogy course at UFGD, enables teacher training with potential and experiences, providing them with a solid background of critical, social and reflective knowledge, for lasting professional performance.