O Estágio Supervisionado em Educação Infantil: a desarmonia entre o cuidar e educar

Abstract

The present article inserts in the perspective of the Internship as a research space to investigate the connection
between caring and educating in Early Childhood Education, in the relation between children and education
professionals. The relation between caring and educating can be seen in different times in the history of Early
Childhood Education, from an existentialist view to the recent legislation, showing itself to be the main identity
of the stage and largely of the specificities that children need. The Internship is a place for academic research, it is
also one of the ways for keeping school and college in constant dialogue, and the moment of education
development. To talk about the relation between teacher and Internship is the same as talking about the unity
between theory and practice. The scientific reference for this article is based on the normative documents:
Currículo em Movimento do Distrito Federal (2018) and the Diretrizes Curriculares Nacionais da Educação
Infantil (DCNEI, 2010). We also based our article on Curado Silva (2019) for the studies of the Internship as
pedagogical praxis and Pasqualini and Martins (2008) to deal with the binomial care educate. We identify a
disharmony that contributes to the lack of identity of the professional in that workplace, with the objective of Early
Childhood Education and, finally, harming the integral development, confirming the adult centric view of
Childhood.