Percorrendo por Autor This study proposes a reflection on the importance of supervised internship in the organization of pedagogical praxis, its contribution to the constitution of teachers and construction of the professional identity of the undergraduates of the Pedagogy course. It is about understanding graduation as initial training and addressing the indispensability of continuing education. The general objective of this study is to understand the purpose and importance of supervised internship of pedagogue’s formation. Afterwards, the specific objectives that guide the investigation unfolds: interpreting how the teacher’s formation process takes place; indicate the bases for the construction of the professional identity of Pedagogy graduates; identify the teaching knowledge. The theoretical basis that supports this research comes from authors such as Tardif (2010), Pimenta and Lima (2011) and Libâneo (1993) that discusses the plurality of teaching knowledge. Schön (2000) and Freire (2003) who discusses the scope of pedagogical practice that transcends theoretical and disciplinary knowledge. Libâneo (2006) that describes the transdisciplinarity of the attributions that the teacher needs to meet in their pedagogical practice. Pimenta and Lima (2011) highlight the prominence of the curricular internship in the training of pedagogues. In the many contributions of Nóvoa (1992), Freire (1996) and Schön (2000) teacher training is considered continuous and essential for a critical-reflective pedagogical exercise. The methodology applied in this qualitative research was organized into two semi-structured interview scripts, in order to ascertain the contributions of the supervised internship in the teacher constitution and professional identity of pedagogues. The instrument of research was applied to three trained pedagogues and one undergraduate completing the last semester of graduation in Pedagogy. From the data collected, it was possible to scale the formative importance of the curricular internship and its implications directly on teacher constitution and professional identity.
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