A realização de estágio não obrigatório por estudantes de cursos de Licenciatura em Pedagogia: impactos e interesses

Abstract

The research presented here has as objective the non-mandatory internship in Pedagogy Degree Courses, with focus in the present interests in this kind of contract and also the impacts of its achievement in the training and in the lives of the students. Considering as a theoretical-methodological basis the historical and dialectical materialism, also having as the main author Antônio Gramsci, it was aimed to investigate the hiring of interns and their possible impacts in the training and the lives of the students. It had as the main objective: Unveiling the interests that are present in the process of hiring interns of Pedagogy Degree Courses. Based in it the following specific objectives were delimited: a) Identifying how the fundamentals of the relation between capital and work impact in the exploration of the intern; b) Analyzing the social, political and economical fundaments that justify hiring interns from Pedagogy Degree Courses from UEPG and UNISECAL and the incidence in the (des)appreciation of teachers; c) Presenting the impacts of realizing the non-mandatory internship in the training and in the lives of students. The research was configured in a quali-quantitative approach. To do so, it was realized a data collection by means of a questionnaire applied to the students and Course and Internship Coordinators from the Pedagogy Degree Courses from UEPG (State University of Ponta Grossa) and UNISECAL (Centro Universitário Santa Amélia) to verify the individual, social and economical needs of students in order to realize the non-mandatory internship, the contributions of the non-mandatory internship to the training process,; individual and institutional conditions for the grantor; how is the following of the non-mandatory internship and the vision of them about this subject. From the analysis of the Law n. 11.788/2008 and the gathered data, according to the theory that gives support to this Dissertation it is possible to point out some questions that are present in the realization of the non-mandatory internship: that the education has a relevant role in the fight to overcome inequalities; in the current form of sociability, the internship is non-mandatory and contradictory, because at the same time in which it contributes for the maintenance and permanence of students in the training process and highlights a process of devaluation of the teacher and, yet, that different interests are present in the hiring of interns.