Resumo

VEDOVATTO, Dijnane  e  ROSSI, Bianca Carolina Marcasso. THE CHALLENGES OF THE PARTNERSHIP BETWEEN UNIVERSITY AND SCHOOL IN THE SUPERVISED TEACHING INTERNSHIP. Revista Teias [online]. 2023, vol.24, n.74, pp.167-180.  Epub 06-Dez-2023. ISSN 1982-0305.  https://doi.org/10.12957/teias.2023.72635.

The internships are essential for teacher training, especially in early childhood education, which has many specificities in relation to the work with children, thus investigating the relationship between university and school within this process is essential to the training of future teachers of this level of education. Thus, the objective of this work was to analyze the perception of the professionals involved in the process of professional insertion of trainees in the early childhood education stage. This qualitative, exploratorydescriptive research used the following data collection tools: document analysis and semi-structured interviews with ten professionals in early childhood education who were receiving or had already received interns in the public teaching network. The data were organized and analyzed in the light of the literature based on the teaching professionalization. The internship was pointed out as a privileged moment for exchanging experiences and knowledge, as well as for contact with the professional field, with discoveries emerging about aspects of the teaching profession inherent to the working field of early childhood education. Imprecisions related to the roles of the professionals involved in the internship were also identified as weaknesses, which is related to the partnership between the university and the school of early childhood education. Thus, the need for an institutional partnership that seeks greater articulation between initial and continuing education, considering teacher training in relation to the professional field.

Palavras-chave : supervised curricular internship; early childhood; professionalization..

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