QUEIROGA, Daniela Pedrosa.
Résumé:
The Supervised Internship in childhood education is an important experience in the academic
trajectory of licensing in pedagogy, being in a discovery phase to the student who is in
training. From this perspective, this study aimed to analyze the understanding Pedagogy’s
Course students - CFPQ / UFCG about the role of Supervised Internship in Childhood
Education for teacher training. It was intended to achieve this goal through the following
specific objectives: check as is the practice of the stages from the perspective of learners;
identify difficulties and ways of overcoming encountered by trainees; map the knowledge
acquired during the completion stage in Early Childhood Education, understand, from the
perspective of the students of Pedagogy, the relationship between the subjects of the course
and the internship. The study was conducted within the methodological framework of
qualitative research and adopted the field study as a source of information. Data were
collected through an interview, conducted with four students of the Pedagogy’s Course, which
had as central question: why you joined the Pedagogy Course? What Supervised Internship in
early childhood education mean to you? Stage contributed to their vocational training? After
the practice stage something has changed in their perception of the teaching profession?
What?. The theoretical framework taken as inflow was mainly authors: Pimenta, Lima, Silva,
Miranda, among many others, as well as the National Curriculum Guidelines for Childhood
Education. From the data analysis it was revealed the difficulties that the students of the
Pedagogy’s Course had in practice stage and surpassed, but also contributed to teacher
training.
