A pandemia e o estágio supervisionado: os relatos dos orientadores no Instituto de Ciências Biológicas (ICB)

• Ano de defesa: 2023
• Autor(a) principal: Prado, Sinara Antônia Ferreira
• Orientador(a): Alves, Amone Inácia
• Banca de defesa: Alves, Amone Inácia, Silva, Aline de Fátima Sales, Paranhos, Rones de Deus
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação (FE)
• Departamento: Faculdade de Educação - FE (RMG)
• País: Brasil
• Palavras-chave em Português: Educação; Estágio supervisionado; Formação de professores; Pandemia; Professor orientador
• Palavras-chave em Inglês: Education; Supervised internship; Teacher training; Pandemic; Advisor teacher
• Área do conhecimento CNPq: OUTROS
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/12850

The present work results from a research that was carried out from August 2021 to March 2023, composing the line of research: 'Work, Education and Social Movements' of the Graduate Program in Education (PPGE) of the Faculty of Education (FE) from the Federal University of Goiás (UFG). The dissertation is entitled The Pandemia and the Supervised Internship: the reports of advisors at the Institute of Biological Sciences (ICB) and records the investigation into the implementation of remote teaching in the discipline 'Supervised Internship' of the Biological Sciences course at UFG during the Covid-19 pandemic. Taking as a starting point the perception of the guiding professors, the guiding question that guides this investigative and creative process is: How did the implementation of Emergency Remote Teaching impact on the academic routine of the guiding professors of the Mandatory Curricular Internship discipline of the Degree in Biological Sciences? The main objective of the investigation was: to analyze the impact and dynamics of emergency teaching in the discipline of Supervised Internship of the Degree in Biological Sciences, under the perception of the guiding professors, examining the reflection of remote teaching during the preparation and execution of the routine of classes taught in this modality by the guiding professors. From the methodological point of view, for the development of the written work, a qualitative approach was used and the researchers were based on historical moments, events and experiences. The research method used was the case study, and the instrument for data collection was the semi-structured interview. Through our studies we identified that the concept of internship overcomes the dichotomy between theory and practice, it is an activity of theoretical foundation and theoretical knowledge, in dialogue, but it is constituted in the experience of reality that is carried out with praxis. The internship is multifaceted and, in the pandemic – when contradictions were present – not having an effectiveness in the curricula, it did not sustain itself in relation to these adversities. That is, many things were lost with regard to the purpose of training, the roles of supervisors, and the relationship between the internship and the school. In this sense, the related research brought reflections that could influence new questions and future practice.