Internship and teacher education

a dialog with Freire

Abstract

Grounded on elements of Paulo Freire’s educational theory, this paper aims at discussing supervised internship in the process of teacher education in undergraduate teaching programs. This study is based on bibliographic research and seeks to articulate the Freirian concepts of problematized educational categories, awareness and dialog with the praxis of internship orientation, particularly within the licensing-teacher/advisor relationship. The Freirian approach contributes to rethinking the process of internship under a dialogical and problematization perspective of the observed reality. In this process, theory and practice are articulated in a movement that goes from immersion to emersion, and from this to the critical insertion of the subject teachers in the world.