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There has been a great debate between Curricular Internship and Teaching Practice, curricular components of great relevance in teacher education courses, the moment of theory-practice to be experienced, as cited in the legal documents. As it is a field with numerous implications ranging from the new curricular structure to the implicit formative model based on technical rationality, in the present work we have chosen to deepen these two curricular components: supervised curricular internship and teaching practice. This option does not refer only to its fundamental importance in the curriculum of professional teacher training, but also because it is our space of action within the institution. The intention was to learn more about the process of implementation of these two components in the degree course in the political-pedagogical project and the practice carried out by the teacher-tutors. We hope to be able to contribute with elements emerging from the teachers' speeches and opinions to a reflection within the institution on these two curricular components, which is not restricted to one team, but to all those who work in teacher training.