Resumo

NOFFS, Neide de Aquino  e  RODRIGUES, Regina Célia Cola. Teacher education: Pibid and supervised curricular internship. e-Curriculum [online]. 2016, vol.14, n.1, pp.357-374. ISSN 1809-3876.  https://doi.org/10.23925/1809-3876.2016v14i1p357-374.

This article presents the scientific work carried out within the project "The Didactical-Pedagogical Formation of the Primary and Secondary Teacher" coordinated by Prof. Dr. Neide Aquino Noffs, within the teacher education research line, and has as main objective to analyze the concepts that guide the Supervised Curricular Internship (ECS) and the Institutional Program of Scholarships to Teaching Initiation - (Pibid), and particularly, examine whether Pibid, while an activity of teaching initiation could be considered as Supervised Internship. The research presents a qualitative approach through documentary research on studies on initial teacher education and official documents of the teacher education policy. The locus of research is the internship in undergraduate courses and the Pibid developed by PUC-SP. This research reveals that Pibid and the ECS have similarities as to the underlying principles, including: the connection between theory and practice, research and reflection strategy in and on the action, approximation between Higher Education Institutions and Public Schools and demystification of the superiority of one’s culture over the other. On the other hand the objective conditions of concretization of the programs differentiate it: Supervised Curricular Internship has a smaller and specific link with Schools and is based primarily on observation, while in Pibid's, the collaborative work, inter-courses, happens since its planning stage until the evaluation phase, involving teachers of both institutions throughout the implementation of the program.

Palavras-chave : Initial Teacher Education; Pibid; Supervised Curricular Internship; Public Basic Education.

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