Resumo

ARAUJO, Osmar Hélio Alves. SUPERVISED INTERNSHIP, PROFESSIONALIZATION AND TEACHING PROFESSIONALIZATION: WHAT ARE TALKING ABOUT?. Revista Teias [online]. 2019, vol.20, n.58, pp.250-264.  Epub 26-Dez-2019. ISSN 1982-0305.  https://doi.org/10.12957/teias.2018.39115.

The purpose of this article is to discuss supervised teaching internships in licentiate courses in Brazil as, essentially, a reference space for teacher professionalization. It is argued that an internship, for this art, is a subsidy for the professionalization of future teachers, through activities that foster the construction of professional identities and the development of inherent teaching skills. In this theoretical research, we apply the hypothesis that, for internships to (re)assert themselves as a space for the construction of teacher professionalization, they necessarily require to be constructed as praxis, and as a collective innovation, associated with autonomy, apprehension conditions and professional socialization.

Palavras-chave : Teacher training; Professionalization; Internship; Professional development; Praxis.

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