Theoretical fundamentals of teaching in the supervised internship

Abstract

This investigation aims to understand the theoretical foundations that guide the teaching practices of Supervised Internship teachers of the Licentiate in Philosophy and Music courses at the Federal University of Cariri, Ceará, Brazil. This is a qualitative research, in which narrative interviews were carried out through Google Meet with four internship teachers from the courses of degree of said courses. The analyzes of the narrative interviews were carried out observing the methodology of Discursive Textual Analysis. The results pointed to the need for the institution to promote continuing education for the improvement of the supervised internship curricular component and to initiate discussions in which the internship fits in the condition of discipline. Empirical data indicated the constant need for dialogue between the university and the elementary school, permeating all stages of the Supervised Internship and opening for discussion about this curricular component presented at the institution in the form of an activity.