Estágio Supervisionado em Química: um estudo comparativo do ensino remoto com o presencial.

Abstract

The Supervised Internship is a very important phase for the licentiate, as it is in this time that the future teacher will have his first contact with the classroom and with the school routine, in addition, the student will have the opportunity to put that into practice which has been studied in teacher training. Due to the pandemic in which the world was affected, from COVID 19, social distancing became essential. With that the schools and universities needed to adapt to this new normal, adopting teaching remote and this the Supervised Internship, which was previously in person, also followed that premise. This research seeks to compare the Internship Supervised in person and remotely, analyzing the interns’ initial perspectives, as well as the point of view upon completion. For this, a survey was carried out exploratory, with the application of two questionnaires, with subjective and objective questions, where the first questionnaire was applied before starting the internship, seeking to understand the perspectives of the interns in relation to the new modality, the second was applied post internship, this analyzing the findings of this new experience was used to Google Forms platform, targeting students of the degree in Chemistry from UFCG (Federal University of Campina Grande), campus Cajazeiras, justified by the fact that they have already developed Stage I in person and who performed the Supervised Internship II remotely. The data collected were analyzed quantitatively and qualitatively through tables and charts. At the context of the research, it was found that for the interns, this new modality brought many insecurities about the teaching-learning process of students at basic education, given that there was a considerable reduction in the interaction between teacher and student, as well as among the students themselves in the classroom. Was also observed some difficulties faced by the interns, such as the elaboration of methodological resources for a better involvement of students, the more dynamic lesson planning, the adaptation of digital technologies, among others. On the other hand, the innovative experience was very significant for the interns, as had the opportunity to learn how to act in challenging situations, such as teaching remote and the act of planning chemistry classes with multiple methodologies, not limited to traditionalism.