The fomative dimension of curricular component Supervised Practical Training in courses of educators training

Abstract

This paper is a reflection about how the subject Supervised Practical Training is constituted nowadays, in the courses of teachers’ formation as well as proceeding constructed from reading (Piconez 1998), from ethnographic contacts with the reality of public school of basic education and also related to reflections on the Methodology and Teaching Practice Forum of the courses of Universidade Estadual de Santa Cruz (UESC). In order to situate the discipline Supervised Practical Training, previously, was necessary verifying the university’s role as one of the centers of educators formation in the higher education, and soon reflecting the courses of teachers’ training about how they have been overcoming the dichotomy between theory and practice taking into account the formation of educators.