O estágio supervisionado na Educação Infantil no contexto do ensino remoto e seus efeitos para a formação docente

Abstract

Considering that the advent of the pandemic caused several changes in the way of doing education, the present study deals with the effects of carrying out the supervised internship in Early Childhood Education during the context of remote teaching for teacher training. The main objective of this work is to investigate how the internship activity in Early Childhood Education was carried out in the remote format, in the emergency pandemic context, in order to point out the effects on the training of pedagogy students. For that, it used the theoretical contributions of Pimenta and Lima (2012), Lima (2008), Ostetto (2002; 2011a; 2011b), among others. A basic research with a qualitative approach of the exploratory type was carried out. As methodological procedures, a bibliographic review was used, in addition to a questionnaire applied via the Google Forms platform with nine interns who attended the internship activity in Early Childhood Education in the period of 2021.1. In view of this, it was possible to verify that the internship as the first experience of acting in Early Childhood Education led some of the pedagogues in training to expect, at this stage, the experimentation of teaching through face-to-face experiences and to associate this phase as the moment to apply the theory studied to the practices of daily educational life, aiming, moreover, that all your doubts are resolved. This expectation was frustrated with the advent of the pandemic and the adoption of emergency remote teaching, leading a portion of the students to wait for an internship focused on the theoretical approach and the formulation of hypotheses about Early Childhood Education. Further, it was found that the observation and intervention stages were negatively evaluated by most of the interns, after all, the dependence on digital resources for this and the lack of feedback from those responsible for the children caused this perception. Participation was partially evaluated as positive, with regard to sharing moments with the teachers, with planning as the main highlight. On the other hand, this stage had its negative side due to the lack of moments with the children. With this, it was possible to verify that in the view of the students, the internship in Early Childhood Education carried out in the remote format was in contrast, having its positive and negative points, limited mainly by the need for technologies that ended up reducing the possibilities of approximation with the reality of Early Childhood Education. Even so, these same difficulties contributed to make pedagogues in training reflect on teaching and childhood in that context.