A contribuição do estágio curricular supervisionado na aprendizagem em química para alunos da rede básica de ensino na pós-pandemia da Covid-19.

Abstract

The main objective of the present work was to analyze the contributions of the supervised internship in the learning of chemistry in the post-pandemic period, taking into account its importance in teacher training. For the development of the research, a questionnaire was developed in Google forms directed to the students of the school where the supervised internship activities were carried out so that they could evaluate the chemistry classes in the remote period, when returning to face-to-face classes with the teacher and also to classes and activities developed during the on-site internship. As a result of the responses received on the form, most students were dissatisfied with distance learning in chemistry. It was also observed that when returning to face-to-face classes there is a discreet insertion of active methodologies in the classroom and it was concluded that carrying out the supervised internship in chemistry contributed positively to student learning at school in view of the exposed assessments and not less important, with the teaching training of the chemistry teacher.