O estágio curricular na formação docente para a educação infantil: questões teóricas e práticas

Abstract

This research was developed based on experiences during a curricular internship in early childhood education. The writting was based on authors such as Lima and Pimenta (2006); Pimenta and Lima (2018), who highlight the internship as an important training experience for us to reflect on the educational process based on the references studied, without restricting activities to imitating models. During the process we use the contributions of Zabalza (2014) and Ostetto (2018), which point to the support of reflective records made throughout teacher training. The study was guided by the following research problem: what are the main challenges of the curricular internship in early childhood education in the training of teaching professionals to work in this stage of basic education? The central objective of the study is to discuss the role of the curricular internship in teacher training for early childhood education, considering the relevance of bringing together conceptual and practical dimensions, through reflective recording. The theoretical perspective adopted by the research was ethnography, which from a methodological point of view proposes a departure from the object of study based on descriptive and very detailed notes. Thus, participant observation and writing a field diary were used as data collection techniques, seeking a more in-depth analysis of the experiences, as well as a better articulation between elements of a conceptual and empirical nature. The results achieved indicate that the experiences and their recording throughout the internship activities make it possible to reduce the distance between elements of a theoretical and practical nature, promoting a direction in conceptions and practices regarding the work carried out within the scope of early childhood education.