Curricular internship in Sociology and teacher training: experiences in a high school in Petrolina-PE

Abstract

The teaching and learning process, determined by social historical reality and marked by conflicting relationships, unequal conditions and interests, demands a teaching practice that is inseparable from theory, in a systematic and scientific praxis and in the establishment of observant relationships and interactions with students, with evaluation and self-assessment as a source of reflection and expansion of knowledge (TARDIFF, 2000). Thus, the conducting internship in undergraduate courses is characterized as a fundamental activity in teacher training as it enables these processes that help in the definition and continuous redefinition of modes of action in teaching. This article reports on a curricular internship experience in a degree in Social Sciences in the UNIVASF. To this end, it presents the characterization of the internship location, description of the activities carried out and reflections made possible by teaching practice in a reference high school in Petrolina-PE, pointing out frustrated and other successful experiences, seeking to understand them in the light of pedagogical theories.