UNIVERSIDADE, ESCOLA E ESTÁGIO CURRICULAR SUPERVISIONADO

CAMPOS FORMATIVOS EM ARTICULAÇÃO

Abstract

This article aims to reveal how Supervised Curricular Internship teachers of the Degree in Pedagogy understand the articulation between the university and the school. This is qualitative research (Lüdke; André, 1986), based on Bourdieu's praxiology (2005). To obtain the data, semi-structured interviews were used, which were carried out with seven (7) teachers working in the Supervised Curricular Internship discipline, from three Pedagogy Degree courses at State Universities of Paraná. Data analysis was carried out using Discursive Textual Analysis (ATD), by Moraes and Galiazzi (2016). The research findings reveal that the habitus raised in the professors' statements demonstrates that the relationships established between social agents at the university are mediated by disputes; of space, knowledge and culture. What affects teaching activity at the university, and therefore at school. This reveals that the articulation between university and school, based on the Supervised Curricular Internship, is still a challenge, and we have a long way to go. Therefore, this research points to the need for universities to adopt clarifying policies on the Supervised Curricular Internship as a continuous articulator of the teacher training process.