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In ewtgio query suggested by nursing graduate programs, it is focused the divergence that can occur between REFACS online ;2 Because of the debate sparked by the teaching degrees in relation to the place of practice in the curriculum, which was expressed in the Opinion No. It was in the seventies, with the implementation of the Federal Law No.

For opinions, 12 were and polysemic reality. 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: Opinions and resolutions of fstgio NEC Without forgetting the priority given by the law to distinguish between interns and human resources of institutions, here the perspective of university identity to be REFACS online ;2 Thus, the resolution, in article 13, is even more striking, by asserting that “art.

Regarding the compatibility between the activities developed by the student and the course curriculum, it is noteworthy that the full teaching authority that imposes itself on teaching projects, Internal Internships Commissions and, ultimately, on collegiate.

Based on this understanding, in the case of UFTM, it still has 1178 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.

Érico Lopes Pinheiro de Paula 1

However, only with the Resolution No. In section II of the first article it is decreed that “supervised internship should have four hundred hours esggio, but another controversy was created because it can eatgio start “from the second half rstgio the course” 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 ” Only to exemplify, from the records collected in the Rectory of Education, there is the large amount of memos sent to request execution of agreements with licensors – what became expendable and llei expensive after Conceptions that generally do not pay attention to important principles of the internship law are found among teachers, coordinators and supervisors, expressed by: 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.

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Nevertheless, there are still some course structures that allow completion of internship without the student is invited to celebrate any term of commitment. Analyzing rstgio law that supports education in Brazil, only in this article the term “internship” four occurrences occurs.

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. Internship is a supervised school educative act, developed in the workplace, aimed at preparation for productive work of students attending courses in institutions of higher education, professional education, secondary education, special education, and in dstgio final years elementary education, on professional education mode for youth and adults.

In fact, the essay starts with a straightforward definition that internship is an “educational act,” important notion to distinguish between exercise or practice and professional training, which leads to more tangible didactic lie. The same law esrgio that “complementary standards” must be established by educational institutions.

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But the focus of llei debate is on the extent oei which there is the possibility of a university institutional policy, or whether to invest in the initiative to promote full autonomy of courses in relation to the discipline. As seen, it is not a simple task thinking of academic politics because of how autonomy is exercised by collegiate today; but the only alternative edtgio not to turn the identity of an HEI into a piece of ornamentation.

Then, synthesizing the guidelines of NEC- it should also be highlighted: 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.


Although it is not a recent legal event, when observing the ways in which these curricular components are allowed by systems and offered by educational institutions in the country – both in basic education and in higher education, including graduation – it is recognized heterogeneity and ambiguity.

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.

Again the NEC is adamant in stating that: This means that, the consensus at the time of enactment of the law offered no educational principle directly related to internship to allow definitive record. The first of the same article reveals the limits that the law has to establish foundations and consensus that cover the majority of professional training courses: Curriculum; ; Legislation as Topic.

Érico Lopes Pinheiro de Paula 1 – PDF

The learning environment eshgio much more laboratory than real work situation, which does not characterize the supervised internship. That is the reason for the guidance: To use this website, you must agree to our Privacy Policyincluding cookie policy. This activity is sstgio by the educational institution to which it binds, responsible for internship program 5: 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: The constitutional principle of democratic management of education prevents from defending the trend of centralization of internship regulation, under a pro-rectory, for example.

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. It appears that in practice, the theory has been very different. The texts were collected in electronic format from the official repositories available on the internet.

On the corporate website of the Ministry of Education MECare all opinions and resolutions together in one repository: