Description
The aim of this study is to analyze the Curricular Practicum as a place of continued education for the regular teachers that accompany the teachers to be. In this study, there have been observed aspects such as the importance of the practicum for the academic student, also for the regular teacher, the importance of thinking the learning process through project-based learning to the global development of the student, and the creation of spaces of formation starting from de creation of partnerships, the relationship between theory and practice and the formation that happens in the school. To carry out this qualitative research (DIAS, 2000) from the observation of classes given by the researcher during her practicum in English Classes at a municipal public school, data registered in a field journal besides a previous and after practicum interview with the regular teacher have been used. The results of the research have shown a movement related to the position and beliefs of the regular teacher in face of the practicum, projecting this movement as a potential opening for new learnings, and, therefore, as a integrate space of continued formation.
