The Curricular Internship (CI) has become an opportunity for research, reflective analysis, observation, and re-signification of the teaching profession. In this sense, the present article is aimed at assessing the publications that address this theme. Thus, we chose to develop this study in the area of teacher education, based on the assumption that the CI can favour the acquisition of knowledge required for the teaching activity and, consequently, the teacher’s professional development. We adopted the bibliographic analysis of scientific papers from 2015 to 2020, retrieved from the Journal of the Coordination for the Improvement of Higher Education Personnel’s Portal (CAPES), Google Scholar, Brazilian Digital Library of Theses and Dissertations (BDTD), Repository of the Graduate Program in Education of the State University of Ceará (PPGE/UECE), and the Education Resources Information Center (ERIC). The analyses pointed out the internship as a moment of articulation between theory and practice, and of knowledge constitution, particularly the knowledge gained through experience. Likewise, they indicated the need for greater articulation between university and school, and some emphasized the urgency of making the supervising teacher aware of his role as co-trainer of the student interns.