Estágios supervisionados no curso de pedagogia e precariedade subjetiva no trabalho docente: tecendo relações e revisando as produções acadêmicas

Abstract

The supervised internship is an important moment in the teacher education process, especially in Pedagogy courses, being felt and meanings attributed to it and also varied to the conceptual concepts that define it. This fact shows not only the complexity of this formative moment, but also denounces the importance of constantly thinking about teacher training in the face of the scenario imposed by the capitalist logic of production, among the aspects that make up this scenario we highlight the process of subjective precariousness. Bringing the internship in the light of this broader context in the time and space of teacher training, we seek to carry out a bibliographic research in the “Brazilian Digital Library of Theses and Dissertations”, seeking to answer the following question: the theses and dissertations it has as its object of study Does the supervised internship in the pedagogy course place the precarious conditions as one of the factors of analysis as one of the factors that compose and condition the initial teacher training process? The results point to a tendency to understand the internship as a training space for work, but they do not analyze the perspective of training through work, and although some researches arrive as one of their results in the objective conditions that hinder the performance of internships, precariousness is not the focus of analysis, therefore, no work was found that carried out the relationship between internship in the pedagogy course and subjective precariousness.