SUPERVISED TEACHING INTERNSHIP IN TIMES OF EMERGENCY REMOTE TEACHING: POSSIBILITIES AND ADVERSITIES

Abstract

The realization of the Supervised Curricular Internship in higher education courses was marked by the Emergency Remote Teaching model in 2020, due to the Covid-19 pandemic. Faced with this new scenario, it is necessary to research to understand the impacts caused by these changes that affected educational systems, especially in order to analyze the execution and contribution of the Supervised Curricular Internship carried out in the Emergency Remote Teaching model for teacher training. In this sense, the present research was constituted as a case study with the objective of analyzing the possibilities and adversities experienced by the students of the Supervised Internship of the Degree in Chemistry at a Brazilian Higher Education Institution, during the pandemic period. To achieve the proposed purposes, a qualitative approach was followed, characterized as a descriptive and exploratory study. As tools for data collection and analysis, questionnaires were applied and, for data analysis, the content analysis described by Bardin (2011) was used. The Supervised Internship was developed in the midst of several challenges, presenting possibilities and enriching moments of professional learning. It was found that it mainly enabled the acquisition of professional experience in this teaching format and to improve the trainees' skills in the use of Information and Communication Technologies as work strategies as future teachers. Some adversities experienced by the interns were also identified, such as access to field schools and lack of classroom contact. It was verified that the theoretical support of the discipline was very important to help the interns to overcome these adversities.