ABSTRACT
This article is a result of a theoretical research on teacher education programs. Its purpose is to analyze the possibilities and limits during the education of these professionals in teacher education and to analyze the conflicts and contradictions of the policy that opposes the supervised curricular internship to the Programa Institucional de Bolsa de Iniciação à Docência. Theoretical assumptions consider teachers as critical intellectuals/scholars-reflexive researchers of teaching praxis and the internship as a theoretical activity in the teaching education praxis. The analysis of documents and productions that made up the corpus of our research showed that the supervised curricular internship and the Programa Institucional de Bolsa de Iniciação à Docência performed during the same teacher education; they do not work together, not sharing the same objectives and common activities to strengthen national education policies that overcome the logic of a fragmented, individualist and competitive education found in neoliberal and capitalist societies.
KEYWORDS:
supervised internship; teaching education praxis; teacher critical intellectual/scholar-reflexive researcher; policy education teacher