O estágio não obrigatório no curso de pedagogia: da intensificação à formação do professor

Abstract

The non-mandatory internship is a formative experience provided in the Pedagogical Project of undergraduate courses, conceived as a theoretical-practical activity that can be developed by the student, in compatibility with their academic activities. In this study, we sought to analyze the understanding of students from the Pedagogy course at the Federal University of Paraíba in relation to this internship modality carried out in private schools. Our work is of a qualitative nature, developed through bibliographic research, based on some authors, such as: Pimenta and Lima (2008), Bianchi (2005), Gaspar and Silva (2019), among others. The empirical part occurred with the application of questionnaires, via google forms, with students from the 3rd period of the course, and the data generated were submitted to content analysis (BARDIN, 2009). The results point to the importance of this formative experience for students, although some students point to signs that the activities performed are not aligned with a formative perspective, as well as many of their rights are not being guaranteed. In this sense, paradoxically, the non-mandatory internship is highlighted as important as a professional initiation that fulfills a requirement of proven experience, inserting the students in a first approach to the pedagogical field, while it refers to the perspective of an experience marked by intensification and precariousness in the initial formation through the internship in private schools.