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Érico Lopes Pinheiro de Paula 1

In turn, the supervised internship is a set of training 1788 carried out under the supervision of professors of educational institution, and accompanied by professionals in which the student experience situations of effective professional practice.

In this query suggested by nursing graduate programs, it is focused the divergence that can occur between REFACS online ;2 Without the goal of depleting the issue, it seems that the proposed le cause ambiguity: The learning environment is much more laboratory than real work situation, which does not characterize the supervised internship.

Again it esggio clear that it is up to 11788 institutions determine the conditions of internship, for they have even greater authority than professional councils, and eventually oversee them. If the internship law 1 complements the legislative effort to make the distinction between intern and employee, since it is assembled another effort to define the didactic-methodological criteria that guide this activity. This definition can be very useful for 17188 management, public and corporate administration and for the Ministry of Labor, but it is assumed that it is insufficient in terms of didactic and pedagogical perspective.

In this respect prevails supervision of the Public Ministry of Labor, which will not be subject of this study. Nevertheless, there are still some course structures that allow completion of internship without the student is invited to celebrate any term of commitment.

Once preserved the national character of an institution that wants to act as grantor part, even if its physical location is outside the territorial limits of Brazil it is possible to think, in theory, in the possibility of performing the internship abroad That institution FUTM supports itself in legal framework to claim that all professors in each course, have major role in determining all conditions in which the internships are performed, without escaping from the commitment of thinking relationship of this university in general with society and with the world of work.

This activity is supervised by the educational institution to which it binds, responsible for internship program 5: It has the large number of queries sent to Internship Center about specific conditions that no esgio meet the local or contextual demands. On the corporate website of the Ministry of Education MECare all opinions and resolutions together in one repository: 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 111788 and ambiguity.


Mazzotti T, Oliveira RJ. 1178 – enrollment and regular attendance of learners [ Despite all the debate sincethere is still dissent in other teaching degrees that requires Opinion No. Thus, the resolution, in article 13, is even etgio striking, by asserting that “art. The same law provides that “complementary standards” estgoi be established by educational institutions. However, only with the Resolution No.

It was in the seventies, with the implementation of the Federal Law No. Again the NEC is adamant in stating that: However, it lie argued that educational legislation, the statutes of the institutions and the principle of democratic management can provide the conditions to define pedagogical 1178 and internal standards that lead the internships towards quality and emancipation – sought by education professionals and by society in general – based on synergy and cooperation.

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Another equally important dimension in the Internship Center observations concerns the understanding that teachers have, as well as students on working hours for curricular components that present practical activities. Supervisor of Internship Centre of. 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” There are two objectives for this initiative: 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 texts were collected in electronic format from the official repositories available on the internet.

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.

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.

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. This includes the disciplines of practical nature related on the other restrict the opportunity of REFACS online ;2 Nevertheless, the first item on its sole paragraph highlights the major concern of legislators in this subject: Taking into overcoming this dichotomy that determines account the proportion of opinions forward professional development since initial to legislation and resolutions on internships, training.

The supervised internship aims to consolidate and articulate the skills developed during the course through other training activities, either theoretical or practical nature 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.


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.

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.

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To make this website work, we log user data and share it with processors. Opinions and resolutions of the 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 For opinions, 12 were and polysemic reality.

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 1178.

The first point to estbio clarified is related to the restricted scope that the internship law has on various situations involving this esggio. In its first article it is defined that teaching practices are “activities with students and teachers in school or other educational environments in at least hours under supervision and monitoring of the educational institution”, which distinguishes them readily from internships – as these occur primarily in specific work environment to develop professional skills.

It was also shown that historical records treat the issue through the scope of the old internship law, precisely characterizing any supervised internship as “curricular internship” and not as a mere appendix of school activity, as if the not mandatory internship were an “extracurricular activity” 5: Curriculum; ; Legislation as Topic.

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.

To use this website, you must agree to our Privacy Policyincluding cookie policy. This article, in a generic way, helps defining the role of education systems in their responsibility on the “rules for carrying out the internships of students enrolled in secondary or higher education in their jurisdiction” 2.

If it does, it should remember that the internship aims to provide practical learning to the student, which characterizes, in practice, its engagement in preparing it for the job market [ The internships are performed. It is seen in the expression “working environment” a great interest in characterizing the grantor universe as strictly labor relations.