Estágio supervisionado de língua portuguesa em contexto de ensino remoto.

Abstract

The Supervised Internship (SI) is the curricular component of licentiates’ degrees responsible for enabling the teacher in formation a deeper reflection on teaching work, providing the comprehension of the teaching scope through activities in classroom. In 2020, for the suspension of face-to-face classes due to Covid-19, uncertainties arise regarding the accomplishment of the internship in a non-face-to-face context. In a short period, human relationships were changed, new challenges emerged on everyday life and different possibilities for pedagogical work, digital platforms and methodological innovations which were, before, applied in a limited way had to be adopted. Despite all the proposals made available by state and municipal administrations and also by the federation, Emergency Remote Teaching (ERT) exposes aspects that deserve to be considered. Thus, this research presents the following question: which initiatory perceptions the undergraduates’ students and professors (advisors and supervisors) have regarding about the formation process during the Supervised Internship carried out in a remote circumstance? Starting from this question, the general objective is defined: investigate the initial experiences and professors and undergraduates students’ perceptions on the accomplishment of the Supervised Internship in Portuguese Language (PL) during the Remote Teaching. And presenting the following specific objectives: a) to identify the formation process specificities in PL under SI in the context of Remote Teaching; b) to describe the sequence of demands that affected the SI during the pandemic period of Covid-19; c) to analyze the way professors and undergraduates’ students involved in the intern intervention faced this emergency scenario. Therefore, the theoretical basis approaches the notion of teacher professionalization and reflexivity (ZEICHNER, 1993); the Supervised Internship as a field of investigation at Applied Linguistics (MOITA LOPES, 2013); (MILLER, 2013), as well as its importance for formation and conceptions related to this component (PIMENTA; LIMA, 2004; SANT'ANA, 2016). In addition, we based on considerations regarding the Theory of Competencies and Abilities (PERRENOUD, 2000; BESSA, 2008), Emergency Remote Teaching (GONÇALVES; AVELINO, 2020; HODGES et al, 2020). Methodologically, the present research is aligned with the interpretivist paradigm (MOREIRA; CALEFFE, 2006) and is configured as a research with a qualitative approach, according to Severino’s definitions (2007). It is still an exploratory research, which seeks to provide greater

familiarity with the matter and expound it (GIL, 2002). As a gathering instrument, semi- structured interviews were used, whose transcribed audio constitutes the research corpus, in

addition to secondary sources such as reports and materials exposed in classes. The research was carried out along with members of the Federal University of Campina Grande and the State University of Paraíba — Campina Grande Campi, the selection criterion of these members was based on the condition that they have experienced the Supervised Internship during the Licentiates’ Degree in Languages - Portuguese Language - in the remote teaching pattern established as a result of the pandemic scenario. These members are six in total: two professors in formation, two advisors’ professors and two internship supervisors’ professors. The results indicated that the realization of SI in the ERT was only possible through the adaptation and reduction of time and content, which directly affected the formative process of both, professor and student. Too, it was possible to verify different types of demands accentuated by the pandemic period, specified in institutional, pedagogical and social debility. Finally, the results also pointed to the development of competences aimed at the use of new technologies and at the administration of the professor’s formation itself, through the use of strategies to face the difficulties that arose during the formation process in the Supervised Internship.