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The first of the same article reveals 117788 limits that the law has to establish foundations and consensus that cover the majority of professional training courses: Based on this understanding, in the case of Estvio, it still has to deal with the challenge of promoting an institutional policy on internships, facing the heterogeneity of concepts that underlie this educational act within the collegiate courses – including technical training in high school.

The work consisted of a literature review, the legislation review and the review of the material gathered in the repository “Opinions and resolutions on internship” of the Ministry of Education MEC.

It has the large number of eli sent to Internship Center about specific conditions that no longer meet the local or contextual demands.

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This activity is supervised by the educational institution to which it binds, responsible for internship program 5: As the legislation is only a fraction of the guidelines to consider, it was also sought the regulation resulting from NEC, to better illustrate the discussion and complete the picture of the references. Taking into overcoming this dichotomy that determines account the proportion of opinions forward professional development since initial to legislation and resolutions on internships, training.

When the official legislation is searched to find determinations about what is allowed or not in internship situations, the concept of “educational project” is invariably involved. Today, this situation reveals a challenge to university – dealing with the heterogeneity of procedures and assumptions about the internships – either under the Internal Internships Commissions IICs in each course, or on the Teaching Council.

Nevertheless, the first item on its sole paragraph highlights the major concern of legislators in this subject: When NEC was asked about the Legal Process Center, which are instituted in undergraduate courses on the recommendation of professional council, it reports that there is no operational structure for MEC to assume the assignment to evaluate them, and “with absorption of this new demand, the objective of the Department of Higher Education would be seriously compromised ” To use this website, you must agree to our Privacy Policyincluding cookie policy.

The objectives of this article are: The two alternatives are programmatic and curricular and are supported by current legislation and educational standards, if expressly provided in the political-pedagogical project of each course and closely linked to the learning outcomes desired As an educational act, the supervised internships in professional training in Brazil are regulated by federal law of September 25, Internship Law 1.

This includes the disciplines of practical nature related on the other restrict the opportunity of REFACS online ;2 In a complementary way, a successful internship is also characterized by effective contribution to the processes, products and services developed by grantors – always aiming for the benefit of the whole society and the improvement of professional practice.


To make this website work, we log user data and share it with processors. The internships are performed. Another equally important dimension in 17188 Internship Center observations concerns the understanding that teachers have, as well as students on working hours for curricular components that present practical activities.

Analyzing the law that supports education in Brazil, only in this article the term “internship” four occurrences occurs. Regarding the compatibility between the activities estgioo by leu student and the course curriculum, it is noteworthy that the esstgio teaching authority that imposes itself on teaching projects, Internal Internships Commissions and, ultimately, on collegiate. But the focus of the debate is on the extent to which there is the possibility of a university institutional policy, or whether to invest in the initiative to promote full autonomy of lej in relation to the discipline.

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It is also confirmed that it is not uncommon to find professors who have no “supervised training” assigned, assured that they bear no liability to think about the role of this practice in the initial education of their students.

It is important to remember that the term “second half of the course” is not a consensus as consultation processes analyzed by Education Rectory in Still on the subject, Opinion No. Some important pedagogical precepts that incur on internships are better exemplified, for example: The results allowed to recognize heterogeneity and ambiguity in the legal framework, which was evidenced by the volume and content of the queries submitted to the National Education Council CNE since Institutional policies regarding internships in higher education institutions HEIs deserve deep political debate that is not done yet.

The texts were collected in electronic format from the official repositories available on the internet. These conditions are often predefined or absent in the pedagogical projects – which only allows changes by collegial decision – under penalty of being empowering activities with risk of employment, because of the detachment in relation to its respective pedagogical project.

One must keep in mind that the history of internships starts with the schools of arts and trades and industrial education since the turn of the 20th century; thus closely tied to professional practice. Regarding enrollment and attendance in an educational institution, as well as concluding term commitment, it is observed an emphasis on legal and bureaucratic precepts to be respected during the execution of all activities.

Employee is contracted for the development of activities needed to achieve, by the company, of the proposed objectives, in terms of labor legislation, with obligations and rights.

This reality applied to teacher training for primary education actually requires a number of professors in higher education that is not feasible. In this respect prevails supervision of the Public Ministry of Labor, which will not be subject of this study.

Given the contemporary context, it there were disputes concerning mandatory was chosen to work with current legislation insurance, mandatory workload, practice as to stick to the minimum criteria to be a curriculum component, and training in included in regiments, regulations and basic education, among others. In turn, the supervised internship is a set of training activities carried out under the supervision of professors of educational institution, and accompanied by professionals in which the student experience situations of effective professional practice.


It was confirmed that the NEC did not analyze only educational aspects that moment, but also legal, given the ambiguous nature of certain legal requirements: Adjustments and changes in universities regulations and standards to meet the specific demands of courses may be effected at any time, provided that there is: The same law provides that “complementary standards” must be established by educational institutions.

The learning environment is much more laboratory than real work situation, which does not characterize the supervised internship. Through these activities, skills and abilities, within the teaching field, acquired in various training activities comprised in the course curriculum are put into practice.

Again it is clear that it is up to educational institutions determine the conditions of internship, for they have even greater authority than professional councils, and eventually oversee them. The practice as a curriculum component is the set of formative activities that provide experiences of applying knowledge or develop their own procedures to carry out teaching [or any other professional practice].

Mazzotti T, Oliveira RJ. Regarding to intern, the company inserted him in special conditions, without employment, whose activity is a complement of the received education; the student needs it for future integration into the job market.

On the corporate website of the Ministry of Education MECare all opinions and resolutions together in one repository: That resolution does not determine the composition of the workload in these courses, but makes explicit for the first time a didactic and fundamental methodological principle: In section II of the first article it is decreed that “supervised internship should have four hundred hours duration”, but another controversy was created because it can only start “from the second half of the course” It is seen in the expression “working environment” a great interest in characterizing the grantor universe as strictly labor relations.

It was in the seventies, with the implementation of the Federal Law No.

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For example, for the workload assigned to a teaching professional, legislation, specific curriculum guidelines of courses and educational projects, prioritize and establish criteria assumptions that do not have full organicity. I ,ei enrollment and regular attendance of learners [ Despite all the debate sincethere is still dissent in other teaching degrees that requires Opinion No.

Activities characterized as esfgio as a curricular component can be developed as core or as part of courses or other training activities.