GUIDING PRINCIPLES IN PTE: TEACHERS’ CONCEPTIONS ON SUPERVISED INTERNSHIP AT IFCE

Abstract

This article investigates how teachers perceive the effectiveness of labor as an educational principle and a professional practice as a pedagogical principle in the curricular organization of Integrated High School (EMI in the Portuguese acronym), based on the reality of the supervised internship in the Technical Course in Computing at the Acopiara Campus of the Federal Institute of Ceará. This is a qualitative research based on literature review and field research. The analysis allows us to understand that the work assumed as an educational principle seeks to incorporate the intellectual dimension into productive work, forming individuals who are capable of assuming different positions and roles in society. Professional Didactics highlights the knowledge mobilized in action and collaborates with pedagogical practice by providing conceptual and methodological tools that allow the identification of resources in the face of situations in the work environment. From a teaching conception, the curricular internship is an essential training activity and a moment to apply the knowledge acquired throughout the course, bringing students closer to the professional field. Recognition of the importance of the supervised internship and its effectiveness in the students' training process must converge with the organization of the EMI curriculum, so as to overcome the theory-practice dichotomy.