Social representations of academic students of the pedagogy course on supervised in child education

In this article we have the objective of analyzing the social representations of academic students of the Pedagogy course on supervised internship in Early Childhood Education. The research is qualitative and descriptive. The proposed study is linked to the Group of Studies and Researches in Schools, Family and Society (GEPEFS) and to the Postgraduate Program in Education of the State University of Maringa (UEM). As a theoretical-methodological reference, we adopt the Theory of Social Representations (TRS). Forty-one students from the UEM Pedagogy course, from the 1st to the 4th year of the course, from the morning and night periods enrolled in the year 2012, participated in this study. The results revealed that the social representations of the academic students are dissonant, even when the respondents were of the same class or being in the same school year. The students who chose Early Childhood Education as their area of activity are the same ones who had a good internship experience at this level of education. We conclude that the practical experience during the Supervised Internship in Early Childhood Education have a great influence on the professional choice and pedagogical practice of the future teacher.