Narrativa de experiência dos estágios supervisionados do ensino médio durante a pandemia de Covid-19 e as implicações do ensino remoto emergencial

Abstract

The teaching formation is in constant process of transformation with the intent of keeping up with the various and recurrent changes within the successives years and generations, be in the technological advances and new researches. The education is molded by people which are in constant transition. The education and the educator deal with the human, with the person, when entering a teaching class the responsibility is bigger than transmitting a subject, and the formation and components of curriculum, are not only as helpers, but main incumbents of preparing a future teacher for those changes. Taking these into account, the supervised teaching internship is primordial for the setting up of the “me” teacher and for the student formation of the university graduate, in order to build their future as a teacher and as a professional, then having a significant role in the professional and personal growth of teaching students. In 2020, the humanity was surprised by a pandemic that impacted millions of lifes until today, the education nevertheless was impacted by the demand of social distancing and the preservation of human life, as consequence it was necessary the implementation of emergency remote teaching, that for being an emergency permitted little preparation for the teachers, teaching institutions and students. In light of these contemplations, this research had as main objective manifest, through narrative of the vivid experience, the experiences as a teacher in formation of Biology and Science and the events during my Supervised Internship of High School accomplished through emergency remote teaching, by the question: “which were the challenges experienced during my Supervised Internship of High School?”. The specific objectives are to describe the experiences of the Supervised Internship of High School I e II, narrate the different perceptions and analyze the complexity of the emergency remote teaching experienced. Through that it was possible to observe and experience the importance of the contact between teacher and student and the systematic fails of the emergency remote teaching, as well as weigh the gaps already existing in Brazil’s education before the pandemic, concluding that the fault not only falls to the method of teaching used, but to preexistent conditions that were already binded to the method.