The importance of the internship in initial training and in the construction of teacher identity

initial notes

Abstract

This article is the result of a theoretical essay on the importance of internships in the initial training process and in the construction of the teacher's identity. The curricular internship is characterized as an opportunity for future teachers to have access to and get to know their professional environment, the school. The curricular internship in the initial training process should be provided by Higher Education Institutions, through undergraduate courses in partnership with school institutions, aiming at the teacher's training process and the articulation between theory and practice. The theoretical basis seeks to contribute to corroborating the understanding of school practice, as a field of investigation and research, assisting in the understanding of existing theories and the emergence of new theories in the field of education. We understand the teacher training process as a continuous and dynamic activity, considering that society is in permanent transformation. The political, social, economic and cultural interests of society directly interfere in the teacher training process and in school dynamics. Thus, the internship in the curriculum of undergraduate courses undergoes significant changes and constant adjustments, mainly in the field of initial training of basic education teachers, bringing important reflections on the construction of the teacher's identity and daily school life.