The challenges of supervised internship in early childhood education in a theoretical-practical and reflective perspective in teacher training

Abstract

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.