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The article focuses on the graduate level as one of the spaces in which teacher training policies for higher education take shape and, consequently, its role in the teaching qualification of its students. In this analysis of teaching internships within graduate education programs, the multi-referential character of this area stands out, as well as its implications for teacher training aimed at students who come from different areas with different funds of knowledge. The study is based on the self-reporting of student experiences that took place in an undergraduate class in Pedagogy/PARFOR/UFAM. The article stresses that graduate programs are a privileged space to articulate teaching, research, the construction of scientific knowledge, and teacher education, while the teaching internship carries the possibility of a critical and contextualized experience with a reflective potential on teaching.
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