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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The present work aimed to interweave reflections on the initial training of Science/Chemistry teachers based on the written Portfolios of interns in the curricular component of Supervised Internship III of the Chemistry Degree Course at the Federal University of Grande Dourados (UFGD) in context of COVID-19. The pandemic was marked by remote classes, which made the scenario complex for the Supervised Internship field. The nature of the research was qualitative, based on Discursive Textual Analysis (DTA). The empirical material for analysis were the Portfolios that the Interns produced. In this way, we value the multiple voices that emerged and linked from these Portfolios, among which were: a) an inclusive school; b) infrastructure; c) internet access; d) appreciation of teachers; e) public educational policies; f) knowledge of school reality. Therefore, we conclude that the use of Portfolios was a formative and powerful strategy, enabling an Internship that envisioned praxis. [ABSTRACT FROM AUTHOR]

The supervised internship is an essential step in academic training, including for those pursuing a degree. However, it carries with it a series of challenges that need to be faced. The present work aimed to identify and discuss the difficulties faced by interns of the Degree in Rural Education/Natural Sciences course, at the University of Piauí, Senador Helvídio Nunes de Barros campus. To this end, documentary research was carried out based on the Pedagogical Project, the Supervised Internship Regulation and the Course Internship reports. The reports were subjected to content analysis. The difficulties highlighted by the interns in carrying out the regency were the following: the precariousness of the physical structure of the school; student behavior; the emptying of the classroom; learning difficulties; organizational precariousness of the school; the diversity in the age range of students and, finally, conflicts between interns and students. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of GeSec: Revista de Gestao e Secretariado is the property of Sindicato das Secretarias e Secretarios do Estado de Sao Paulo (SINSESP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aimed to analyze the theoretical-practical contributions required from professionals/teachers who will work in early childhood education, investigating how initial training can prepare pedagogues to work in pedagogical practice at this level of education, in an innovative way that allows the reception of the production of knowledge. Given this context, a qualitative research approach was developed, emphasizing the theme that took into account the training of professionals who will work in early childhood education, covering everything from knowledge of the educational level, its legal and curricular aspects, public policies, in addition to from the vision of the internship discipline to relate the theory learned with the practice developed in the educational environment. It was possible to verify, after the study, the need for critical and reflective teacher training, contributing to teaching from a theoretical-practical perspective. [ABSTRACT FROM AUTHOR]

Copyright of Revista Linhas is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The project "Teaching Dialogues: Education and Geography in Times of Pandemic" was organized to overcome the obstacles created by the pandemic, seeking to contribute to the development of teachers in training, interacting with the Supervised Internships and Educational Practices of the degree course in Geography at UFF/Campos dos Goytacazes. The objective of this text is to present the proposal developed in the "Dialogues Teachers" project, more specifically in its second edition, dedicated to sharing knowledge with Geography teachers from Latin America. In its perspective, virtual meetings were organized with four teachers from different countries (Ecuador, Costa Rica, Colombia and Argentina), who reported on their experiences with online classes, talking about their dilemmas and discoveries, and also sharing their knowledge about the geographies of their countries. The choice of teachers and countries was based on the feasibility of contacts and pedagogical practices already established, so that they could contribute to the initial development of Geography teachers. This work is based on Azevedo (2004), Frigério; Luigi (2021), Nóvoa (1999), Pimenta (2012) and Tardif (2002). [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

OBJECTIVE: The objective of this investigation was to carry out a systematic review of the studies that analyze the pedagogical research of intern students of the Physical Education course. METHODS: The searches and selection of articles were carried out by the researcher in charge, between February and July 2022 in the following databases: Ebsco, Scopus, Web of Science, Scielo and Lilacs. Publications from 1985 to July 2022 were analyzed. 1,482 articles were found, of which 14 articles met the inclusion criteria. RESULTS: The analyzed studies showed that teachers' concerns are related to teaching practice, sociodemographic factors and psychological aspects such as anxiety, hope, fear. The biggest concerns of the students were about their survival in the field of work, that is, with themselves. And yet regarding the impact of the task, which is related to the problems experienced during teaching, especially with the social, cognitive and emotional aspects of the students. CONCLUSION: It is concluded that the beginning of teaching is permeated with concerns, and that in the case of students in an internship situation, these can occur in two extremes according to the Theory proposed by Fuller and Bown (1975), being these with you and with the impact of the assignment. [ABSTRACT FROM AUTHOR]

This study aims to analyze the challenges and learning experienced by trainee students during the supervised internship in the period of remote teaching in the Degree in Rural Education (LEdoC). The methodology used was the qualitative approach, through participant research. To produce the data, we adopted the literature survey, the analysis of the resolutions and application of the questionnaire instrument to the trainee students of the Degree in Rural Education, Campus Professora Cinobelina Elvas in the municipality of Bom Jesus, Piauí. The results pointed to the fragility of remote teaching in rural basic schools due to the impossibility of carrying out an emergency proposal without meeting the minimum conditions of access to technologies and digital platforms. The data also revealed that, even with this conditioning factor of remote teaching on an emergency basis, the supervised internship as a curricular component enabled learning about teaching and pedagogical processes. [ABSTRACT FROM AUTHOR]

The supervised internship has great relevance in undergraduate courses in Brazil, so that the future teacher can express in practice the knowledge acquired, it is salutary that the initial training offers a solid theoretical basis in different areas of school education, among them the knowledge about the Public of Special Education (PEE). In this sense, this article had as its main objective to deepen the knowledge about the initial formation of teachers and the practice of supervised internship and as specific objectives: i) to verify and analyze the curricular matrices of the disciplines of supervised internship of Pedagogy courses regarding Special Education; ii) to investigate how were the experiences of the undergraduate students during the internships with the public students of Special Education; and iii) to characterize the profile of the undergraduate students. The research was exploratory and descriptive with 118 Pedagogy undergraduate students, and a questionnaire was applied to collect data. The results were: a) the curricular loads demonstrated that the universities present the class hours established by law; b) most of the undergraduates mentioned positive experience with public students of Special Education, however, they pointed out difficulties and weaknesses when acting; and c) the undergraduates were young women in their first graduation and who worked while studying. [ABSTRACT FROM AUTHOR]

In this article, the objective was to investigate the perceptions of Philosophy pre-service teaching undergraduate students about the concept of Philosophy, its teaching and the supervised internship. The subjects who participated in the research were 20 students, who, at the time of data collection, were in the fifth semester of Philosophy and had already completed the Supervised Internship I of this course. Data were collected through semi-structured interviews and were organized and analyzed through the Textual Discursive Analysis. With the use of the Atlas Ti software, two categories and five subcategories emerged, related to the undergraduate students' perception of Philosophy and its teaching. The results point towards a perception of the importance of the supervised internship in the education of the future teacher and that the understanding of Philosophy as a problematizer of existence and not limited to the encyclopedism that restricts philosophical knowledge only to the memorization of philosophical systems is relevant. [ABSTRACT FROM AUTHOR]

This investigation intends to discuss and understand some objectives of the professional development of teachers who teach Mathematics in an academic-professional environment through a formative action based on a Conversation Circle involving undergraduate students, internship supervisor teacher and Basic Education teachers. The research is characterized as a qualitative study and the research corpus is composed of audio record transcripts and the logbook notes of the research professor. The data produced were analyzed according to the principles of Discursive Textual Analysis and the discussion was anchored in the objectives proposed by Sowder. The results point to the need of rethinking the way training actions are being developed and to possibilities of planning new actions that seek the professional development of the mathematics teacher, focused on their interests, needs, challenges, possibilities and limitations. [ABSTRACT FROM AUTHOR]

Copyright of Olhar de Professor is the property of Olhar de Professor and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Docência do Ensino Superior is the property of Revista Docencia do Ensino Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Horizontes de Linguística Aplicada is the property of Revista Horizontes de Linguistica Aplicada and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Educação & Formação is the property of Revista Educacao & Formacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The mandatory internships of the Bachelor's Degree in Physical Education Course at the Centro Universitário Várzea Grande - UNIVAG are developed in the sports field (sport initiation and sports performance) and gyms (strength and endurance training). These fields, in turn, are occupational areas that are being greatly impacted by contemporary social changes, which results in increased demand for engaging and adaptable professionals. This theoretical-scientific essay arises from the latent need for discussion about the integration of academic formation and the performance of Physical Education professionals in the fields of sports and gyms. The present text presents some appointments on the task of structuring the supervised internships for the Bachelor's Degree in Physical Education of UNIVAG. In view of this purpose, we trace a dialectical plot in order to signal the main guiding elements for the construction of a framework of professional competencies contextualized to emerging needs, as well as, the debate, the proposition, and the development of educational actions integrated into the curricular base of the course, capable of approximating the relationship between academic formation and the occupational areas. We expect that the pedagogical actions developed in the supervised internships will have a positive impact on the professional formation of students and that the arrival of these professionals in the labor market contributes to the expansion of occupational areas of Physical Education interest in the coming years. [ABSTRACT FROM AUTHOR]

Copyright of Hachetetepé: Revista Científica de Educación y Comunicación is the property of Universidad de Cadiz and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Apotheke is the property of Universidade do Estado de Santa Catarina and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study analyzes the relationship between the supervised internship process in Social Work in different institutions and teaching modalities in Belém do Pará, and the working conditions, impacted by the changes in the working world of academic and academic supervisors. field. To achieve the proposed objective, bibliographical and field research were carried out, based on the semi-structured interview technique, which included subjects intentionally chosen, as they were included in the aforementioned training process. The collected and analyzed data showed that, although these subjects experience different realities, inserted in different institutions, they suffer the same way, on a daily basis, from the transformations caused by the productive restructuring, making it very difficult to develop this training process as established by the entities. of the category. [ABSTRACT FROM AUTHOR]

Copyright of Pitágoras 500 is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Docência do Ensino Superior is the property of Revista Docencia do Ensino Superior and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Epistemus. Journal of Music, Cognition & Culture Research is the property of Facultad de Psicologia Universidad Autonoma de Madrid and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Brasileira de Ciência e Movimento: RBCM is the property of Revista Brasileira de Ciencia e Movimento and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This study aims to investigate the activities developed by trainees of the Bilingual Executive Secretariat course of UFPB, during the disciplines of supervised internship II, III and IV. For this, an exploratory and documentary research was carried out, conducted under a qualitative and quantitative approach. Data were collected through internship reports, produced by students, in the periods of 2017.1 and 2017.2. Among the results found, it was found that the activities developed by the trainees are more focused on the field of advisory and consulting. It was observed that thirty companies/institutions offered supervised internship opportunities. The public scope stood out as the one that most offer internship opportunity. [ABSTRACT FROM AUTHOR]

Copyright of Revista Gestão & Tecnologia is the property of Revista Gestao & Tecnologia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

To analyze the knowledge of preceptors in the use of active methodologies during supervised internship. Descriptive study with quantitative approach. The research was conducted through a questionnaire containing sociodemographic and objective questions on the subject. The participants of the undergraduate nursing course at a private university participated. The study sample consisted of 10 preceptors, all female. 9 preceptors have specialization in different areas and 1 has a master's degree. Only 5 preceptors were trained to act in preceptorship. It all uses active methodologies in the internship field and only 6 received training. It was evidenced that the preceptor nurse has an important role in the training of future professionals, facing the student as the protagonist of their learning. The use of active methodologies in internships is relevant, as it involves the challenges existing in the profession, from structural to pedagogical. [ABSTRACT FROM AUTHOR]

Copyright of Paradigma is the property of Universidad Pedagogica Experimental Libertador and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Project-based internships enable future teachers to develop an investigative posture during initial formation. This paper aims to report the experience of building a Pedagogical Intervention Project during the internship in a militarized school in the city of Goiania/GO. From the diagnosis in the field school we came to the theme of intervention: "drugs". The project's theoretical framework was the Harm Reduction approach, which is opposed to the traditional Drug War perspective. Carried out in the form of workshops, the project received a positive evaluation from members by the participants. It is expected that this work can support new approaches and serve as a model for intervention proposals to be developed in basic education. [ABSTRACT FROM AUTHOR]

This article aims to investigate the main factors that influence perception of adequacy with the internship carried out by students from the Administration and Public Administration courses at the Federal University of Vales of Jequitinhonha and Mucuri, the first being offered in person and the second in the distance. To achieve the proposed objective, a descriptive study of a quantitative nature was carried out, using the case study method. The data were collected through questionnaires with closed questions and on a 5-point scale and analyzed using analyzed regression models. The results indicate, in the Administration course, the main factors that influence satisfaction with the stage of 'project development opportunity', 'perception of fair remuneration' and 'possibility of applying theoretical knowledge'. In the Public Administration course, the most relevant factors were: 'information provision', 'perception of fair remuneration', 'availability of necessary equipment and materials', 'project development opportunity', 'quality of supervision', 'insertion in projects in progress' and 'opportunity for effectiveness'. [ABSTRACT FROM AUTHOR]

The aim of the Supervised Internship is to bring the graduating student closer to reality from a work program, based on theory and practice learned in the classroom. The study, practice of techniques and methods and interaction with patients are fundamental for students to develop a sense of responsibility and professional autonomy. Therefore, the objective of this study was to evaluate the importance of the supervised internship for undergraduates in physical therapy. The methodology used included bibliographical consultations, a data survey, with thirty-four (34) undergraduates in physiotherapy in the 7th, 8th and 9th periods of two private colleges in the western zone of the city of Rio de Janeiro. The instrument used for data collection was a closed questionnaire containing eight (08) objective questions, adapted from Souza (2007). It is concluded from the results presented that supervised training is extremely important in the training of future professionals in physical therapy, considering the possibility of division of learning, the existence of places to act and develop in practice what has been learned, proximity With the reality of the labor market, the exchange of experiences with other professionals and the choice in the area of performance. [ABSTRACT FROM AUTHOR]

Copyright of Trabalhos em Lingüística Aplicada is the property of Universidade Estadual de Campinas - Portal de Periodicos Eletronicos Cientificos and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper discusses the role of supervised internship in the professional training of journalists, considering the current working conditions and a scenario of precariousness, accumulation of functions and reduction of jobs. We present the results of an opinion poll conducted by the Union of Professional Journalists of the Federal District with students of Journalism in the DF regarding internship experiences, with their demands and expectations, and the relationships between universities, students and workplaces. The responses indicate an anticipation of entering the internship, replacement of activities by professional journalists and weaknesses in the supervision process. [ABSTRACT FROM AUTHOR]

Copyright of Revista Interuniversitaria de Formación del Profesorado is the property of Asociacion Universitaria de Formacion del Profesorado (AUFOP) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on human rights and fundamental rights policies, the Constitution of 1988 and the LDB of 1996, the National Teacher Formation Policy discussion aims to propose ways to include human relations on focus too, besides overcoming the reductionist perspective of training centered on teaching and learning processes. The study aimed to analyze the Supervised Curricular Internship (SCI) and Pedagogical Probation (PP) roles as possible spaces for critical-reflective teacher training. In a case study with a qualitative approach, we applied a questionnaire to 56.8% of the SCI coordinators of a public university in Ceará, and in the second stage, we conducted a semi-structured interview with 04 of these coordinators who work at both the SCI and the PP. The analyses revealed that the PP formative actions have favored greater teacher and student insertion in a critical and reflective way in relation to the academic practices and participating schools. [ABSTRACT FROM AUTHOR]

The present work aims to present an experience report lived during the supervised internship carried out in the Pedagogy course of the Institute of Human Sciences of Pontal, of the Federal University of Uberlândia. From the observations made in the internship, we felt the need to provide children with a meaningful writing activity, which leads to experiences to reframe writing as something pleasurable and a form of expression. From this, we worked on the idea of the "Book of Feelings", made with the writings and drawings made by the students, which process will be reported throughout this text. The activity was developed with a class of 3rd year elementary students, from a municipal school in Ituiutaba, State of Minas Gerais. Twenty-six children between 8 and 9 years old participated in the construction of the book. In general, we identified that this experience carried out in a public school contributed greatly to our training, as it allowed us to revisit concepts related to childhood and the process of learning to write. Thus, the construction and execution of this project were essential because they allowed the opportunity to think and plan actions that would actually contribute to the analyzed reality. [ABSTRACT FROM AUTHOR]

This article summarizes a master's research defended at the Federal University of Alagoas that aimed to investigate the contributions brought by the High / Scope Educational approach for children and internship students, from the analysis of monographs produced by students, from the Specialization Course in Early Childhood Education at the Faculty of Education of the University of São Paulo (FEUSP), from 1995 to 2004. By analyzing these contributions from the internship practice, the research is inserted in two areas of study: first, the child-centered curriculum, from the perspective of the High / Scope approach (HOHMANN and WEIKART, 2007) which is based on the principles of active learning; and the perspective defended by Ostetto (2008, 2012) that the supervised internship inserts students in the process of becoming a teacher. Two monographs were analyzed whose intervention projects were developed according to the assumptions of that approach. The analyzes indicate that the implementation of some dimensions of the approach, such as: room arrangements; plan-do-review sequence and adult-child interaction, contribut to the development of a more autonomous and confident child, as well as to a new posture of the adult that observes, reflects and respects the specificities and interests of children. [ABSTRACT FROM AUTHOR]

The objective of the text is to present reflections on the supervised internship in the initial and continuing education of Pedagogy students, having as reference the internship in school management at the Federal University of Alagoas. The methodology was based on a qualitative approach, through bibliographic and documentary research, the latter constituted by the evaluation forms of the students who undertook the supervised internship in school management. As a result, it was possible to understand the internship as a formative field for students, being composed of different stages and experiences. In the case of student evaluation, it was evident that the planned proposals, meeting the demands of the institution, were not experienced due to school management not being in agreement, causing reflections for those involved. [ABSTRACT FROM AUTHOR]

Copyright of Revista Electrónica de Enseñanza de las Ciencias is the property of Revista Electronica de Ensenanza de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)