Introduction/Objective:

the article analyzes the role of supervised internship in Early Childhood Education in the Pedagogy course of two public institutions of university education in the State of Paraná, specifically in the cities of Guarapuava and Maringá.

Methodology:

it is a qualitative research, of documentary character, which initially considers the specificity of Early Childhood Education and teaching with children, the purpose of the supervised internship in the formative context and, from the analysis of the configuration of this discipline in the two courses, problematizes characteristics, challenges and tensions that mark the constitution of the teaching professionalism.

Results:

the analysis revealed difficulties that are similar in the two institutions, especially aimed at the configuration of the internship field, the conceptions of Early Childhood Education and the devaluation of professionals.

Conclusion:

we conclude that it is urgent to think about the necessary articulation between universities and internship fields, as well as expanding the workload dedicated to this task as a way to overcome the social marginalization of children and the professionals who work with them.

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