A relação teoria e prática no estágio supervisionado em educação infantil: uma revisão da literatura

Abstract

This undergraduate thesis presents a systematic literature review aimed at understanding how academic production addresses the relationship between theory and practice in supervised internships, as well as the implications of this relationship for reflecting on internships in Early Childhood Education. The study is grounded in the conception of the internship as a formative and investigative space in which students articulate concrete experiences with critical reflection on pedagogical practice. It conducts a systematic literature review to analyze how the relationship between theory and practice is understood in supervised internships, highlighting its implications for early childhood education and conceiving the internship as a formative experience that integrates practice in Municipal Centers for Early Childhood Education (CMEIs) with critical reflection on pedagogical practice. Using a qualitative approach, articles available in the CAPES journal portal published between 2006 and 2025 were analyzed, resulting in seven studies that met the inclusion criteria. The findings reveal that the supervised internship is understood not merely as a moment of technical application, but as a field for the production of knowledge, where teaching praxis is constructed through the interaction between pedagogical action and reflective thinking. The analyses show that the theory–practice relationship constitutes the formative core of teaching, promoting the development of reflective, ethical, and investigative competencies. The thematic categories identified highlight: the internship as a research practice; the role of theoretical frameworks in interpreting pedagogical experiences; and the importance of records and documentation as methodological and formative tools. It is concluded that the supervised internship in Early Childhood Education should be understood as an investigative and reflective process capable of articulating theory and practice in an inseparable manner, strengthening initial teacher education and contributing to more critical, humanized, and meaningful educational practices.