Supervised internship and teachers practice: Meanings of the discursive productions of ANPEd, BDTD and EPENN

Abstract

DOI: http://dx.doi.org/10.14244/19827199990

This article aims to analyze the meanings assigned to supervised internship and teachers practice on the discursive productions of ANPEd, UFPE’s BDTD and EPENN, Brazil. These meanings are understood as having a dynamic character, always being historically resignified and occupying epistemic and political disputes’ place. Therefore, this article starts with the discussion on the historically established relationship between theory and practice in teachers’ education; it also addresses the dialogue on the challenges of internship; moves forward to the debate about teachers practice, in addition to the publications themselves that were at the same time theoretical and analysis references. Methodologically, this article embraced qualitative approach, analyzing scientific publications from the French perspective of Discourse Analysis. Thus, the published papers bring the internship as an opportunity to establish praxis and dialogue between the several curriculum components. In addition, the internship linked to the reflection’s enunciation presents itself as a place of resignification of teachers practice. The papers also establish links between theory of reflective practice and Marxist slant theory of praxis. Nevertheless, the analyzed productions on internship and teaching practice make use of both conceptions on the attempt to establish the relationship between theory and practice.

Keywords: Supervised internship, Teacher practice, Meanings.