Abstract
The main objective of this study is to describe and analyze the contribution of universities and businesses in the learning and development of professional skills of supervised students in the Administration of the Federal University of Espirito Santo (Brazil). The main approaches that anchor the present study focus on the individual actions that generates learning and consequently the development of competencies. Thus, the concepts of competency learning through social, experiential and education-based approaches to build competencies and resources mobilization. The present qualitative research approach used the interpretative paradigm. We applied the technique of in-depth interview for the data collection, and for the discussion of the results, we used the qualitative data analysis. As a result, we found the need for a new look at the supervised internship discipline both by the organizations and the University. Additionally, we found the need to create an environment that allows greater interaction between the actors directly involved, providing new tools to follow the discipline with greater control by coordinators and internship process norms. All these results can make possible the integration of content and practice in an effective way.
Highlights
In recent years, the supervised internship discipline has been the subject of debates, mainly about its objectives and forms of development
In analyzing the role of the trainee legislation in trainee training through this study, it was possible to verify in organizations that there is no formal enforcement requirement from the government, in some cases, follow the legislation and make it possible to student an appropriate internship environment and even enhance the internship process with internal rules
One example would be the need for better monitoring of supervised training reports on the part of the teachers, so that the students can do an immersion in the organizational world and have the supervised internship as a compulsory subject; the need for new methods for the development of the discipline; the teachers present to the students from the first disciplines through activities, forms and situations in which this student can already experience and analyze the connection theory and practice
Summary
The supervised internship discipline has been the subject of debates, mainly about its objectives and forms of development. According to the guidelines established in Law 11.788 (Brasil, 2008), decree 3388-R (Espírito Santo, 2013), two categories of the internship: compulsory, which is that previously defined in the course's pedagogical program and which has a the timetable to be fulfilled and the noncompulsory, which is the one that the student performs as an optional complement to what is learned in the classroom and the intern must fulfill an established workload. At this internship, there is a pecuniary counterpart called the scholarship grant, aimed at financially subsidizing the student with expenses during his period of study
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