Abstract

In the historical course of the Pedagogy Course and in the set of its challenges, this article discusses the formative dimension of the supervised internship and questions the initial training in the context of the Pedagogical Residency Program and the Institutional Program for Teaching Initiation Scholarships (Pibid). The research, with a qualitative approach and bibliographic-documental nature, is supported by academic productions and offical Brazilian documents. The analyzes show transformation in the normative apparatus of training and indicative that the program on screen can produce a narrouwing of the curriculum that distances itself from the complexity of the training processes and the experiences of future teachers.

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