Supervised internship, ‘Pibid’ and ‘Residência Pedagógica’: a systematic literature review

Abstract

This paper consists of a systematic literature review, focusing research on Curricular Supervised Internships (CSI), the Institutional Teacher Initiation Scholarship Program (Pibid) and the Pedagogical Residency Program (PRP). The 83 articles were analyzed using Content Analysis. As a result, we point out that the research found emphasized firstly the “Reflection” category (70% of articles, 36% of units of analysis), followed by the “Praxis/Theory and practice articulation” category (65% of articles, 27% of units of analysis), category “Approximation between school and university” (55% of articles, 19% of units), category “Technical rationality” (41% of articles, 11% of units), “Theory and practice dichotomy” category (29% of articles, 5% of units) and category “Separation between school and university” (17% of articles, 2% of units). The articles list important positive points of the different training spaces, such as: potential for promoting praxis, encouraging critical reflection by the actors, dialogic and collaborative approach between school and university, opportunity for graduate students to experience real teaching situations, encouraging student permanence and construction of teacher identity in undergraduate courses. On the other hand, we also highlight limitations of these formation spaces: experiences based on technical rationality, on an empiricist conception or on the reproduction of mechanic teaching practices, hierarchization between the roles of the university and the school. Regarding the CSI, bureaucratic limits of time and space are also indicated, to implement the training process. In relation to the Institutional Programs, problems of uncertainty in financing policies, exclusive and exclusionary offer of these training experiences, gaps in the preparation of teacher trainers (both at higher education and in basic education) to act in these programs are discussed. Finally, we consider that both training processes can and should be taken advantage the most of on initial teacher training. However, it is necessary to be aware that the mere occupation of these spaces will not in itself guarantee that the training experiences of undergraduate students (as well as the teachers involved) reach the level of critical reflections, praxis or even the establishment of a collaborative partnership, dialogical and horizontal between basic education schools and higher education institutions.