Curricular internship and action research: reflections and practices in teacher trainig

Abstract

The aim of this article is to understand the relationship between the supervised internship in scholar spaces in the Pedagogy course and the action research that presents itself as a social research carried out in close association with an action and/or with the resolution of a problem in which the researchers and participants are involved in a cooperative and/or participatory manner. For this purpose, a qualitative methodology was used, with emphasis on bibliographic research. As a result, four possible relationships between the supervised internship in scholar spaces in the Pedagogy course and the action research were identified: 1) focus on action; 2) the collaborative feature; 3) ability to critics; 4) action research and the practice research carried out in the formative process of supervised internship in scholar spaces. We conclude that action research and the stage are related, therefore, by its dialectical and formative essence. Both deal with human formation and its work in social spaces in search of emancipation. Action research, in the field of education, contributes in a large scale to the supervised internship in scholar spaces since, in addition to promote the protagonism of the involved subjects, collaborates in the approximation of the lived reality.