Estágio curricular supervisionado nos anos iniciais do ensino fundamental: implicações para a prática pedagógica e a formação do pedagogo

Abstract

This article analyzes the supervised curricular internship as a central formative component in the constitution of pedagogical practice and the professional identity of pedagogues in the early years of elementary education. The study is grounded in the understanding that the internship constitutes a privileged space for articulating theoretical knowledge developed in initial teacher education with experiences lived in the school context. A qualitative approach of a bibliographic and documentary nature is adopted, drawing on classical authors in the field of education and on normative documents that guide teacher education in Brazil. The analysis indicates that the supervised internship promotes reflective processes regarding teaching work, contributing to the understanding of pedagogical practice as an ethical, social, and historically situated action. The findings also highlight the central role of pedagogical mediation carried out by the cooperating teacher, as well as the institutional limitations that affect the organization of the internship. It is concluded that the supervised curricular internship, when integrated into the curriculum and supported by qualified supervision, plays a structuring role in the education of pedagogues, strengthening a critical understanding of teaching in the early years of elementary education.