| dc.description.abstract | This dissertation analyzes the process of the non mandatory internship held in an Institution of Higher Education, and its central focus is the monitoring. The authors who were the base of the study are: Pimenta, Buriolla, Piconez, Kuenzer, Larrosa and Tardif, and the methodology used is a qualitative and quantitative approach, developed in four stages: diagnosis (exploratory), focusing, analytical and conclusive. The research instruments used are: document analysis; a pilot interview with a mentor teacher; and questionnaires - applied to 214 students on internship and 30 mentor teachers. The analysis taken under the focus of two targets, students and teachers, pointed out five categories. The first shows the importance of the internship for the education, divided into five main dimensions: the relationship between theory/practice, professional development/market/contacts, interpersonal relationships, internship impacts on the education and field of knowledge and regulation/legislation/supervision areas. The second category highlights the process of monitoring the internship. The third, on the other hand, brings suggestions for improvements to the process in question. The evaluation of the sector Unisinos Careers is the fourth listed category. Finally, we analyze the new internship system. The results identified administrative and educational issues in the conduction of the non mandatory internship, pointing to a gap between the student and mentor teacher relationship, showing that students perform professional practice without coming closer to the Educational Institution, in order to really mean and qualify it, facilitating the knowledge construction. It is also evident that the student has difficulty realizing that the Educational Institution has a formative role in this kind of internship, which is a learning site for the student. | |
