Multiple perpectives on teacher training: the potential of the teaching internship

Abstract

The continuing education of teachers is usually a topic that opens up many horizons for research, debate and reflection. In this sense, the aim of this article is to analyze the resonances and powers of the Teaching Internship in the training process of master´s degre students from a post-graduate program in Education at a university in Southern Brazil. To this end, the article presents a content analysis of the data that emerged from the descriptive memorirs of the master´s students as teachers of a subject entitled Relational Psychomotricity, in undergraduate courses, together with their teacher-supervisor, in which the analytical category entitled change in the playful and bodily dispositions of the teachers of the proposals stood out, resulting in multiple resignifications. As possible results, we point out that the experience in the Teaching Internship in the discipline of Relational Psychomotricity, as a training proposal of the Post-Graduate Program in Education, enabled the participants to resignify their relationship with their own bodies, based on access to the playful component and the imagination of the participants and the master´s students, mobilizing them to overcome a significant gap in their respective training processes, wich is modily experience.