Abstract:
The relation between the Teacher’s Professional Development was studied - what is possible through the supervision of interns of teaching in Biological Sciences - and the teacher’s search for capital in the field of school. Of qualitative nature, the study was developed from semi-structured interviews with five teachers from state education. Once the aspects of TPD were identified, these teachers were mobilized for different scenarios, related to their objectives as teachers and with their personal and professional trajectories. A relation of symbolic power between university and school in the relation with production and appropriation of knowledge was evidenced. It is expected that by highlighting these internal relations and between fields it is possible to understand the complexity that surrounds the supervised internship and seeks to value and promote the production of knowledge also by the school teachers and perhaps less the hierarchical relations between university and school.
Keywords:
Supervised internship; Teachers’ education; Biology teaching