CURRICULAR INTERNSHIP IN THE INITIAL YEARS OF ELEMENTARY SCHOOL: WITH THE WORDS OF THE SUBJECTS OF THE SCHOOL

Abstract

With the aim of presenting the perceptions of Directors, Educators, and Lead Teachers from the schools where the Internship in the Initial Years of Elementary Education was implemented, this study was based on the principles of qualitative research, seeking to give voice to the subjects who are part of the daily life of the school, a space already organized when interns and internship supervisors enter. The data analysis was grounded in the theoretical framework used to support the research, based on the principles of qualitative research. Data collection occurred through a questionnaire applied to the subjects from the three schools where the internship took place. Documentary research was also utilized to understand how the documents from the researched university indicate the structuring of the internship and to consult the political-pedagogical projects of the schools where the internship was implemented, in order to understand the principles that guide student training in each of them. In the final considerations, the research presents points that still need improvement in the internship, as well as those considered positive, encouraging the training institutions and their supervisors to rethink how they can establish improvements at this stage of initial training, as it was identified as beneficial for new knowledge for future teachers and also for lead teachers, those who are already practicing the profession. Special attention should be given to the need for partnership between the school and the university and the participation of lead teachers in planning the activities to be carried out during the interns' interventions.