The teaching internship in the process of building the professional identity of graduate students

The study aimed to understand the potential of the teaching internship in the process of building the professional identity of postgraduate students in Education through field research, with a qualitative approach. The main theoretical contributions used were Cavalcante (2014), Melo (2018), Pimenta and Anastasiou (2008), on higher education teacher formation and Costa (2014), Novoa (1992, 2017) and Pimenta and Lima (2017), establishing relationships between internship, teaching and construction of professional identity. As a strategy to get closer to reality, seven stricto sensu postgraduate students in Education answered questionnaires via google forms. It is possible to conclude that the internship allows the knowledge of the specificities that mark the teaching and learning processes in Higher Education, constituting a conducive space for didactic-pedagogical formation for postgraduate students, since it is developed in a critical-reflective and collaborative perspective between the subjects involved in the process of teaching and learning the profession.