NON-MANDATORY INTERNSHIP IN PEDAGOGY: INITIAL PERSPECTIVES FROM THE STATE OF KNOWLEDGE

Abstract

The non-mandatory internship is constituted as a space/time of training beyond the formal school or academic space, bringing the student closer to his field of activity. With a qualitative approach, the research was inspired by the State of Knowledge (CE) or State of the Art. The research question was constituted as: how has the discussion about the non-mandatory internship in Pedagogy been presented, from the database of the Brazilian Digital Library of Theses and Dissertations (BDTD), at the dissertation level, between the years 2019 and 2022? The objectives were: a) to analyze the non-mandatory internship for Pedagogy students based on the existing productions in BDTD with a time frame from 2019 to 2022; b) map the existing and available productions in the BDTD database, on non-mandatory internship in the Pedagogy course.  It is based on Buriolla (2011), Kulcsar (2012), Pimenta e Lima (2017), Gil (1999), Morosini (2015), Rodrigues; Olive tree; Santos (2021), Tardif (2002), Vosgerau and Romanowisk (2014). The results prove that there is little production available on the subject and that the non-mandatory internship in Pedagogy, despite the limitations pointed out, continues to be a formative space and interest of students.