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Psicologia Ensino & Formação

versão On-line ISSN 2179-5800

Resumo

BALDUINO, Jordana de Castro et al. Contribuitions of psychology teacher’s degree: the licentiate perspective on internship. Psicol. Ensino & Form. [online]. 2015, vol.6, n.2, pp. 101-113. ISSN 2179-5800.

This study aims to present experience reports about the disciplines of “Supervised Internship in Psychology Teacher Training I - II”, from Federal University of Goiás (Regional Goiânia), emphasizing the human and professional training of psychologists. In this sense, the internship was faced as a field research, and the activities were carried out in early childhood education. The method used was bibliographical research - theoretical studies concerned to early education; reading and discussion of corresponding legislation; participatory observations in a CMEI (Municipal Center of Child Education); short-term interventions - in this center; and a training course driven to educational assistants. It was considered, in this method, the perceptions of interns during this process, articulated to the theoretical framework that discusses the relationship between Psychology and Education. Thus seeking to discuss these issues as fields of theory and practice, aiming to guide the study and enable discussion. The reflections have allowed us to discuss the importance of the teacher’s degree to the psychologist, as a teacher, a licentiate professional, and human. Also, it makes possible to identify the tensions, challenges and difficulties of such training, so recognizing them as drivers for the formation of students. Lastly, the study enables to entirely experience the internship phase, checking how much it contributed to the formation of the interns and, reciprocally, to the continuing education of educational assistants.

Palavras-chave : Psychology; Internship; Teacher’s Degree; Licentiate.

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