Resumo

CONTE, Elaine  e  GUTIERRE, Liliane dos Santos. Teaching Stage in Question: Experiences and Implications. Rev. Int. Educ. Super. [online]. 2022, vol.8, e022002.  Epub 12-Ago-2022. ISSN 2446-9424.  https://doi.org/10.20396/riesup.v5i0.8656631.

The teaching work and the educational practice itself in higher education then involves dualities between training and performance, between the one who teaches (supervisor) and the other who learns (intern). The study, based on experiences of teacher education at the Federal University of Rio Grande do Norte, discusses the question of internship in higher education as a condition of possibility to think about education in a shared way, whose guiding principles involve a sensitivity towards the other, for the scientific-professional evidence related to the field of academic and communicational management in higher education. The research is made possible through theoretical contributions of this field and experiences recorded in strictu sensu documented internship reports, which reveals the need to learn teaching through cooperative experiences for contemporary teacher education and to cope with current challenges. Such concern requires a formative turnaround to overcome the Manichean positions, promoting the formation of university teachers articulated to the postgraduate, as well as the exchange of studies, cooperative experiences and practices when learning to be a teacher, developing the reflective thinking of the postgraduate with the teacher in a variety of interdisciplinary situations, revealed in the circularity of planning, evaluating and understanding the very joint constitution of the didactic organization that involves the teaching stage.

Palavras-chave : Teaching internship; Higher education; Cooperative experiences.

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