The antechamber of paradise: the role of observation in the compulsory internship of teacher-training programs

Abstract:

This paper adds to the debate on the practices of compulsory internships in teacher-training programs through a conceptual perspective that understands culture as a sense-giver. Such senses are capable to intervene with the way in which teaching occurs and social duties are done in school. Therefore, it is focused on observation practices in school - first stage of the compulsory internship in teacher-training programs of the Federal University of Southern Bahia (Universidade Federal do Sul da Bahia - UFSB) - aiming to examine the final reports of a group of 7 students, enrolled in the subjects Internship I and II, supervised by the author of this article. In accordance with the analysis, observation practices are a meaningful process of preparation and qualification for future educators, considering that, as an experience to which senses are correlated, they open enunciation loci between school knowledge and pedagogical practices. It is within these enunciation loci that uniqueness arises punctuating differences.

Keywords:
compulsory internships; observation; teacher training