Remote teaching

reflections on the supervised internship in times of a pandemic

Abstract

Amid the pandemic scenario caused by COVID-19 and the mandatory social distance, education underwent emergency adaptations and the implementation of remote teaching was necessary. This readaptation affected all levels of education, including undergraduate courses, with emphasis on supervised internship disciplines in undergraduate courses. In this study, the objective was to show the experience of the Supervised Internship in Elementary School in Portuguese, carried out remotely by academics of the 7th period of the Letters Course at the State University of Maranhão, Zé Doca campus. Bibliographic research was used as methodological procedures, subsidized by the authors Buriolla (2003), Corrêa (2018), Rojo (2017), Brito (2020), Ribeiro (2020), among others and field research, carried out through a questionnaire, applied virtually, through Google Forms. The data showed positive and negative points of the internship in remote teaching, such as mastery of new technologies and teaching methodologies and lack of technological resources and quality connection, respectively. The internship in the midst of the pandemic was a challenging experience for the interns, however, it generated learning and triggered many reflections on issues such as frequency, whether in the way of evaluating and mainly, in the way of considering the external factors that are involved in the learning process.