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The Curricular Internship (CI) has become an opportunity for research, reflective analysis, observation, and re-signification of the teaching profession. In this sense, the present article is aimed at assessing the publications that address this theme. Thus, we chose to develop this study in the area of teacher education, based on the assumption that the CI can favour the acquisition of knowledge required for the teaching activity and, consequently, the teacher’s professional development. We adopted the bibliographic analysis of scientific papers from 2015 to 2020, retrieved from the Journal of the Coordination for the Improvement of Higher Education Personnel’s Portal (CAPES), Google Scholar, Brazilian Digital Library of Theses and Dissertations (BDTD), Repository of the Graduate Program in Education of the State University of Ceará (PPGE/UECE), and the Education Resources Information Center (ERIC). The analyses pointed out the internship as a moment of articulation between theory and practice, and of knowledge constitution, particularly the knowledge gained through experience. Likewise, they indicated the need for greater articulation between university and school, and some emphasized the urgency of making the supervising teacher aware of his role as co-trainer of the student interns., O Estágio Curricular Supervisionado (ECS) tem se tornado uma oportunidade para pesquisa, análise reflexiva, observação, ressignificação do trabalho docente. Neste sentido, o presente artigo visa conhecer as produções que tratam dessa temática. Desse modo, optamos por desenvolver esse estudo na área formação de professores, partindo do pressuposto de que o ECS pode favorecer a aquisição dos saberes necessários ao exercício docente e, por conseguinte, seu desenvolvimento profissional docente. Utilizamos a análise bibliográfica dos trabalhos científicos no período de 2015 a 2020, extraídos do Portal de Periódicos da Coordenação de aperfeiçoamento de Pessoal de Nível Superior (CAPES), Google Acadêmico, Biblioteca Digital Brasileira de Teses e Dissertações (BDTD), Repositório do Programa de Pós-Graduação em Educação da Universidade Estadual do Ceará (PPGE/UECE) e Education Resources Information Center (ERIC). As análises apontaram o estágio como momento de articulação entre teoria e prática e de constituição de saberes, em especial o saber da experiência. Do mesmo modo, indicaram a necessidade de uma maior articulação entre universidade e escola e algumas destacaram a urgência de conscientizar o professor supervisor de sua função de coformador dos estagiários.

The present study has as its main objective to contribute to the Project-Based Learning (PBL) Method, in face-to-face and/or remote education, with the help of Project Model Canvas (PMC), a project management tool; as secondary objective, it intends to become acquainted with PMC, as one of the existing Project Management methods, and understand PBL’s relevance for face-to-face or remote education. It is a qualitative review of literature; two digital platforms, Scientific Electronic Library Online (sciELO) and Google Scholar, were searched for papers in the field of Education that address PMC and PBL between 2013 to 2019. Results show that the integrating PMC into PBL would make project planning and management more collaborative and fluid, facilitating the delivery of the end product, thus promoting significant and integral learning of the subjects involved. At the end of the study, it is concluded that PBL may be better more efficiently implemented when combined with the PMC, a practical model for the creation and management of short, medium and long-term projects. The combined use of the two methodologies fosters the construction of meaningful, self-directed student knowledge, favoring the development of their cognitive and socio-emotional skills.

The great challenge in these last decades in education is the growing search for innovative teaching methodologies that enable a pedagogical praxis able to form subjects with ethical, historical, critical, reflective, transformative and humanized profile. The present study stems from the following problematization: what is the contribution of the active teaching methodology called “World Café” in teaching and learning processes, so that it favors teaching innovation in remote learning during the COVID-19 pandemic? In facing this problem, the following objectives were listed: a) understanding the contributions of the World Café Method in teaching and learning process innovation; b) analyze the viability of the World Café Method in remote learning. A quali-quantitative, descriptive and applied methodological strategy is employed, drawing on Barbosa (2013), Berbel (2011), Brown and Isaacs (2007), Minayo (2010), Moran (2014) and Triviños (1987). The data were analyzed using discourse analysis techniques (Bardin, 2016). We conclude that it is possible to use the World Café Method in virtual, remote learning, as it enables the promotion of ideas, discussions, reflections, questions, and engages participants, that is, a collective learning process.