Resumo

TEO, Carla Rosane Paz Arruda  e  ALVES, Solange Maria. LEARNING TO bE A HIGHER EDUCATION TEACHER: A HISTORICALCULTURAL PERSPECTIVE. Revista da FAEEBA: Educação e Contemporaneidade [online]. 2023, vol.32, n.71, pp.219-236.  Epub 22-Abr-2024. ISSN 2358-0194.  https://doi.org/10.21879/faeeba2358-0194.2023.v32.n71.p219-236.

With the aim of recognizing possibilities to qualify the teaching internship with a view to training bachelor teachers for higher education, a qualitative exploratory-descriptive study was carried out with 11 teachers with experience in supervising teaching internships for graduate students in the health area, in Santa Catarina state, using an online instrument with three open questions about the strengths, weaknesses and possibilities of the internship. The content was analyzed and interpreted by comparing it to the historical-cultural theoretical framework. The results indicated practical experience as the main potential; such as fragility, the short term and non-obligation. It was concluded that the possibility of qualifying the internship as a training strategy lies in its transformation into a collaborative and dialogical teaching activity for graduate students, supervisors and advisors, in a logic of initial, continued/permanent training.

Palavras-chave : human development; teacher training; activity theory.

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