ABSTRACT
The present article discusses and addresses issues pertaining to the scope of internships and practices of teacher training courses under the watch of the university's supervising professors and mentors who welcome interns in public schools. The study is based on the theoretical and epistemological basis of the Biology of Knowing, proposed by Humberto Maturana and Francisco Varela, and uses cartography as a method to map territories. To compose the cartography, we started with narratives produced about our experiences, together with the data resulting from conversations with professors. From the production and analysis of these elements, internships and the field of practices, through the constitution of conversation networks, were seen as providing experiences, reflections, and learning for all those involved. In addition, they are important access routes to establish an inspiration of coexistence capable of contributing to the improvement of training and the development of the teaching profession.
KEYWORDS:
cartography; basic and higher education; teaching internships and practices