| dc.description.abstract | This research aims to identify, describe and analyze the senses produced about Teacher’s Supervised Internship in the National Meetings of Didactics and Practice of Teaching (ENDIPEs) in the editions from 2006 to 2016. Also, this research aims to examine the implications of such senses in the constitution of teaching. The empirical corpus is composed of 131 articles presented in panels at ENDIPE which have in the title the term “internship”. The research process is guided by the poststructuralist approach. In the analysis of the corpus some concepts of Michel Foucault such as speech, truth and subject were used in order to argue that what is said about the Teacher’s Supervised Internship and the constitution of teaching is not something given, but rather built. The results achieved allowed us to show the Teacher's Supervised Internship as a set of techniques associating the internship with the technical rationality. It is also possible to show the internship as instrumentalizer of the praxis associating the internship to the critical approach. It was possible to identify that the internship in the perspective of technical rationality assumes an instrumental dimension. From this perspective the technical teacher is constituted. This technical teacher is going to be as good as most efficiently mastering techniques, producing a teaching as synonymous of efficiency and control. Otherwise, the Teacher's Supervised Internship as an instrumentalizer of praxis brings a kind of vocabulary, words that point to a discursive network: association between theory and practice, investigative practice, reflexive teacher, and teacher identity. These senses move towards the constitution of a type of teaching that points to the teacher as a critical intellectual who investigates and problematizes his/her own practice; who is able to build knowledge about the teaching profession to overcome the challenges which contributed to produce a teaching as synonymous of reflection and salvation. | en |
