PATHS FOR RESTRUCTURING THE SUPERVISION OF CURRICULAR INTERNSHIPS: PROPOSITION OF A THEORETICAL-PRACTICAL MODEL TO GROUND THE PERFORMANCE OF SUPERVISORY SCIENCE TEACHERS

ABSTRACT:

This theoretical-bibliographic work aims to investigate the role and characteristics of internship supervisor teachers (ISTs) in the national and international scenario. The results show that the role and attributions of ISTs remain undefined, presenting weaknesses such as the absence of specific legislation that defines working hours, remuneration, attributions, working conditions and others. In addition to external factors to the actions of ISTs, there are also problems of interaction between higher education institutions, schools and professors. Considering these limitations in the process of supervising science teachers, a theoretical model divided into two dimensions is proposed: objective conditions for the supervision activity; profile and attributions of the IST. The purpose of the model is to guide new debates and support the discourses for the proposition of a specific educational public policy for the figure of ISTs in the context of the inicial training of science teacher.

Keywords:
Teacher training; University-school relationship; Public policy