Resumen

LIRA, Aliandra Cristina Mesomo; DOMINICO, Eliane; SILVA, Kamile de Oliveira  y  SAITO, Heloisa Toshie Irie. Supervised stage in Children Education: challenges and contributions to initial teacher training. Conjectura: filos. e Educ. [online]. 2020, vol.25, e020012. ISSN 2178-4612.  https://doi.org/10.18226/21784612.v25.e020012.

The article aims to reflect on the struggles experienced by the Pedagogy students during the Supervised Internship in Early Childhood Education, seeking to identify the contribution of this discipline in the course of Pedagogy for the training of future professionals. In order to do this, we start from the importance of the supervised internship in the initial formation of teachers and we sustain the reflection from the documentary analysis of the teaching plan of the discipline and of nineteen internship reports, in the context of a public institution of higher education. The analysis is supported by authors such as Kishimoto (2001; 2011), Pimenta (2002; 2006), among others that contribute to the relevance of the stage as a formative element. Given the needs and the frank development of children in the Early Childhood age group, it is necessary to have an initial formation in which future teachers are trained to work by fostering children’s social, intellectual, physical and affective skills. The data showed a distancing between the context studied in the university and the daily life in the institutions of Early Childhood Education, a condition that makes the experience of the supervised stage less qualified, but does not reduce its importance as a moment of reflection and approximation with the field of work. Although there is a relation between the teaching plan of the discipline and the analyzed reports, a great distance still exists between the offered training in the academic scope and the practice of the institutions. This, in contrast to providing a discredit to training, demonstrates a need for better preparation and space for discussions about Early Childhood Education in teacher training courses.

Palabras clave : Early Childhood Education; Supervised internship; Initial teacher training.

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