Interventoria: A proposal to assistance pedagogy student teacher during pratical training

Abstract

This research focuses on the curricular internship in a Pedagogy course of a São Paulo public university. The study aimed to identify names and types of following-up internships in Brazil and in other countries, as well as to present and list the elements that characterize a proposal to follow-up internships that considers interaction and intervention. It used qualitative methodology with data from bibliographic sources and semi-structured interviews with teaching-assistants, teachers, school coordinators and the ones who are responsible for the internship in the Municipal Department of Education. We identified the tutoring, mentoring and supervision as types of following-up teaching-assistants, these names being also used for other areas. The proposal that we suggested is “Interventoria”, considering the university professor as being an “Interagente”. The “Interventoria”, a critical and reflexive perspective for teacher education, places the university and the “Interagente” in interaction with the school and their teachers during the internship process. It is indicated that the “Interventoria” allows for understanding the internship as a knowledge field and enables to see the teacher education focused on the profession itself.