A relação teoria e prática no estágio supervisionado em educação infantil

Abstract

The Curricular Supervised Internship is a mandatory discipline and is configured as an important theoretical-practical instrument in teacher training courses, allowing initiation to teaching and articulation with theory and practice. The present work aims to debate the relationship theory and practice that was constructed through the Supervised Internship in Early Childhood Education, specifically with regard to overcoming the dichotomy between theory and practice and the contributions of this discipline to the formation of the pedagogue. Taking into account the important role that the Brazilian educational legislation played, with the aim of improving supervised internship, early childhood education and teacher training courses, specifically, the Pedagogy Degree course of the Federal University of Paraíba, addressed in this work. This is a qualitative research, carried out through documentary research, where the object of the research was the supervised internship, seeking to describe and analyze the phenomena that occurred at the time the supervised internship occurred in Early Childhood Education. The documentary research is based on the analysis of documents such as: Political Project of the Pedagogy Course, Course Plan of supervised internship ii, in early childhood education my Supervised Internship Report in Early Childhood Education and my Internship Activity Plan (PAE). In which the elements of documentary analysis deal with: Time in the field of Internship, workload of the discipline, the theoretical foundation for the supervised internship in early childhood education, the elaboration of the activity plan (PAE) for the regency, the space of the child III, the relationships and my intervention and finally, the pedagogical practices of regency in early childhood education.