Abstract

CORREA, CINTIA CHUNG MARQUES. TEACHER EDUCATION AND SUPERVISED PRACTICE: WEAVING DIALOGUES, MEDIATING LEARNING. Educ. rev. [online]. 2021, vol.37, e29817.  Epub Nov 23, 2021. ISSN 1982-6621.  https://doi.org/10.1590/0102-469829817.

The article presents the results of a research through which we studied the articulation between the institutions responsible for teacher education: the university and the school. We understand that internships constitute learning oriented by experienced professionals to be carried out through activities directly related to school contexts and imply the articulation between university and schools. Thus, we seek to understand the perception of teachers as co-trainers of future teachers and of students as agents participating in pedagogical actions, under the guidance of the university teacher. We chose as field of research a municipal school in the city of Petrópolis/RJ, considered prestigious for developing outstanding pedagogical practices. The foundation was based on the reflections of Lüdke (2013) and Pimenta (2019) about the internship in teacher education courses and the articulation between the institutions involved in the process. The ideas of the authors were confronted with the discourse of teachers and students collected with the help of interviews and on-site observation. Based on the qualitative approach, to carry out this research, we used the case study as a research method. In view of the data obtained, we conclude that the internship occupies a fundamental space for the future professional's practical training and that the articulation between university and school is necessary so that the teachers in the internship field perceive themselves as co-trainers of the future teachers and the latter as active subjects mediated by more experienced professionals.

Keywords : Trainee; Teacher training; Teaching practice.

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