Formative textures

the internship as a pedagogical training practice

Abstract

The aim of this article is to understand the meaning of practice for future teachers. It started from the research question: What training practices can produce reflections and create critical-reflexive behaviors about school practice? For that, the research made use of the theoretical support of Freire, Franco, Charlot, Lima, Nóvoa, Ghedin, Oliveira e Almeida, and Pimenta e Lima. Methodologically, it used data collected in two research-actions, from the perspective of grounded theory. The results indicate the need for a critical training practice. It is emphasized that incorporating collective and critical reflection as an inherent part of the internship practice is a new way of conceiving the world.