THE TEACHER OF THE CAMPO SCHOOL, THE SUPERVISED CURRICULAR INTERNSHIP AND THE TRAINING OF FUTURE TEACHERS

Abstract

This article has as its main concern to analyze the role of the teacher of the field school, in the supervised curricular internship, the scenarios and conceptions related to their work with undergraduates. The research systematizes reflections focused on teacher training, focusing on collaborating professionals, who assume, together with internship advisors (professors from higher education institutions), an important demand in the training networks organized between Higher Education Institutions and Basic Education. It is based on a master's research developed in the Professional Master's Graduate Program in Education at the Federal University of Espírito Santo and adopts a qualitative approach, dialoguing with teachers who work or have worked as internship supervisors in a municipality in the south of the state of Espírito Santo. In its theoretical contribution, it mainly uses the contributions of the studies of Pimenta and Lima (2018), Pimenta (2012) and Nóvoa (2012; 2019). The analysis indicates that, in the statements of the participating supervising teachers, a conception of the learning internship by imitation of models and techniques based on the dichotomous understanding in relation to theory and practice still prevails, not being explored, in their contexts of action, the perspectives of internship with research and approximation of the professional reality in which the future teacher will work. The study highlights that the non-recognition of the institutionalized participation of the internship supervising teacher weakens the training in professional knowledge of future teachers, in the context of the supervised curricular internship, and the importance of these professionals going through continuous training processes.