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The study aimed to identify the gaps and potentialities of the Internship in the training of Physical Education teachers during the pandemic time. This is descriptive and qualitative case study, which 10 Physical Education students from a public university in the state of Ceará participated. A semi-structured questionnaire was used and applied online through the Google Forms platform. As theoretical and methodological support, the studies of Ghedin, Oliveira, and Almeida (2015), Pimenta and Lima (2017), and Zabalza (2014) were considerated. It was identified as gaps the low communication between the university and the field school, the infeasibility of meeting the internship pedagogical proposal due to the academic calendar, the scarcity of methodological teaching materials, and the access to a quality fixed internet. As potentialities, the interns listed, for example, the contact with digital technological tools and the improvement in decision making when facing the challenges of the teaching-learning process. [ABSTRACT FROM AUTHOR]

Geography since its institutionalization as science seeks a spatial analysis considering the connections between phenomena and the relationship of general and phenomena. Thus, the professional in this area who is dedicated to education should develop in his training reading conditions and interpretation of the geographic space, since the world in which the student lives directly interferes in the educational context. In its initial formation, the Curricular Internship is a moment conducive to the development of these skills, since it is possible to analyze in this context the socio-spatial relations in the school environment, articulated to geographic and pedagogical knowledge. Therefore, it is necessary that the actions performed therein are based on the perspective of geographic theory, because it is it that allows the understanding of the totality of the phenomenon. The Internship is a privileged moment for the articulation of knowledge, which implies that didactic pedagogical elements should be considered from the perspective of disciplinary knowledge. Based on these considerations, this article presents a proposal for a Curricular Internship in Geography with the potential to develop both didactic skills and conditions to understand contemporary socio-spatial dynamics. [ABSTRACT FROM AUTHOR]

This article aims at analyzing the contributions of the curricular internship in school management and educational coordination for the training of the education teacher in Marajó. The research is characterized as bibliographic and documentary research. Bibliographical research consists mainly of books, dissertations, and scientific articles. The documentary research involved the following documents: internship reports of the students of the 7th semester of the education degree, educational Project of college degree in education and Law n° 11.788 I 2008. The study shows that the curricular internship in school management and educational coordination is a formative activity that allows the apprehension of the reality of the schools in Marajó and brings the student closer to one of the fields of action of the education teacher. [ABSTRACT FROM AUTHOR]

This paper concerns the ethical implications of the curricular internship in undergraduate courses , emphasizing the relational dimension that exists between teachers and scholars during the teachers' development stage. This relationship goes beyond the boundaries of simple observation to go towards the comprehension of the knowledge built by teachers when in action. Besides the relational dimension, another important aspect to be considered is that of the way curricular internships are put into practice -- usually centered in technical bureaucratic aspects and focused on meeting schedules and writing reports. The text points towards the possibility of overcoming this duality with a reflection that contemplates ethics as a guiding star for the accomplishment of the curricular internship. [ABSTRACT FROM AUTHOR]

The study aimed to understand what the knowledge, referred by students as reconstructed, expresses within the curricular internship in spaces of basic health care. The study analyzes the contribution of the internship in the education of nursing students toward their professional role within that context of health care. This is an exploratory and qualitative study. Two focal groups were utilized for data gathering. Fourteen students from two public higher education institutions hosting internship programs in the city of Salvador, BA, participated in the groups between August and September 2008. The data was analyzed using thematic analysis. The study revealed that the internship provided the reconstruction of significant experiences for the professional role of the nurse in basic care, such as better comprehension of: the complexity of the work in the context of basic care; health planning; decision making; and a better foundation for clinical practice, being this latter one, the most emphasized by the students. The analysis also illustrated the limits of the curricular internship related to the teaching-service disintegration; few opportunities to practice multi-professional and intersectoral work; not enough knowledge about health observation, permanent health education activities, and social control procedures. Perception of basic care, as revealed by the student statements, the basic literature of the internship, and the range of possible activities in the fields of practice, were illustrated as very restricted. This constitutes, yet another limit in the development of the internship, and consequently, in the education of the nurse in the context of basic health care. [ABSTRACT FROM AUTHOR]