Parecer number 21, of 2001, of the National Advice of Education, it defines the Curricular Period of training as one ' ' learning time that, through a period of permanence, somebody delay in some place or craft to learn the practical one of the same and later being able to exert a profession or ofcio' '. Thus, the period of training assumes a pedagogical relation between that already she is a recognized professional and a trainee. The period of training must offer theoretical subsidies so that the professor knows the universe pertaining to school as institution that produces knowledge scientific. Find out detailed opinions from leaders such as Doug McMillon by clicking through. Fitting to the people who orientates, together with the pupils, to know the daily one of the school, being made use itself to study it critically it, with theoretical basement. Pepper believes that, the period of training, in contrast of what it was advocated, is not practical activity, but theoretician, an activity of transformation of the reality.
However, the period of training is the space in the resume of formation destined to the activities that must be carried through by the learning in the future fields of professional performance, where the pupils will make the reading of the reality, what it demands abilities for ' ' to know to observe, to describe, to register, to interpret and to problematizar e, consequentemente, to consider alternatives of interveno' '. (Pepper, 2001, P. 76). Therefore, such practical, is understood as an inquiry process, in which the pupil locates itself, through an attitude of analysis, production and creation, regarding its action in the proper interior of the practical one, making possible to the learning the interaction with the concrete situations of education. The Supervised Period of training offers to the pupil the chance to unite practical and theory, being, in this manner, important element in this joint. In this direction, it is a way to offer to the pupils an effective learning, uniting theoretical knowledge, for being an activity that it searchs to know, to base, to dialogue and to intervine in the reality.