Supervised curricular internship in the Portuguese Language in a remote teaching scenario

Detalhes bibliográficos
Autor(a) principal: Batista, Patrícia Cardoso
Data de Publicação: 2021
Outros Autores: Crepaldi, Nilza Pereira, Santos, Annie Rose dos
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Linguagem em Foco (Online)
Texto Completo: https://revistas.uece.br/index.php/linguagememfoco/article/view/4867
Resumo: The article describes and analyzes the activities developed during the Supervised Curricular Internship of Portuguese Language in High School, in the context of the pandemic, experienced by an academic from the Distance Letras course at State University of Maringá (UEM) in 2020. The text presents as theoretical foundations the DCE (PARANÁ, 2008), OCEM (BRASIL, 2006), BNCC (BRASIL, 2017), and the conceptions of Shulman (1987), Peres (2012), Behar (2020), Rojo and Moura (2012), among others. As a result of the experience, the work provided reflections on different faces of the teaching and learning process at school, highlighting the didactic mediation by Emergency Remote Teaching (ERE), as well as the difficulties and limitations of acting in this format, confirming the need for knowledge specific and appropriate technological resources, in addition to initial training that allows teachers to work in a context of continuous transformation.
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spelling Supervised curricular internship in the Portuguese Language in a remote teaching scenarioO Estágio Curricular Supervisionado de Língua Portuguesa em contexto de ensino remotoLíngua PortuguesaEstágio SupervisionadoEnsino remoto emergencialPortuguese LanguageSupervised InternshipEmergency Remote TeachingThe article describes and analyzes the activities developed during the Supervised Curricular Internship of Portuguese Language in High School, in the context of the pandemic, experienced by an academic from the Distance Letras course at State University of Maringá (UEM) in 2020. The text presents as theoretical foundations the DCE (PARANÁ, 2008), OCEM (BRASIL, 2006), BNCC (BRASIL, 2017), and the conceptions of Shulman (1987), Peres (2012), Behar (2020), Rojo and Moura (2012), among others. As a result of the experience, the work provided reflections on different faces of the teaching and learning process at school, highlighting the didactic mediation by Emergency Remote Teaching (ERE), as well as the difficulties and limitations of acting in this format, confirming the need for knowledge specific and appropriate technological resources, in addition to initial training that allows teachers to work in a context of continuous transformation.O artigo descreve e analisa as atividades desenvolvidas durante o Estágio Curricular Supervisionado de Língua Portuguesa no Ensino Médio, no contexto da pandemia, vivenciadas por uma acadêmica do curso de Letras a Distância da Universidade Estadual de Maringá (UEM) no ano letivo de 2020. O texto apresenta como fundamentos teóricos as Diretrizes Curriculares Estaduais (DCE) (PARANÁ, 2008), as Orientações Curriculares para o Ensino Médio (OCEM) (BRASIL, 2006), a Base Nacional Curricular Comum (BNCC) (BRASIL, 2017), e as concepções de Shulman (1987), Peres (2012), Behar (2020), Rojo e Moura (2012), entre outros. Como resultados da experiência, o trabalho propiciou reflexões sobre diferentes faces do processo de ensino e aprendizagem na escola, destacando a mediação didática pelo Ensino Remoto Emergencial (ERE), bem como as dificuldades e limitações de atuar por esse formato, confirmando a necessidade de conhecimentos específicos e recursos tecnológicos adequados, além de uma formação inicial que permita aos docentes atuar em um contexto de transformação contínua.EdUECE2021-06-04info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/epub+ziphttps://revistas.uece.br/index.php/linguagememfoco/article/view/486710.46230/2674-8266-13-4867Revista Linguagem em Foco; Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 162-180Revista Linguagem em Foco; v. 13 n. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 162-1802674-82662176-7955reponame:Revista Linguagem em Foco (Online)instname:Universidade Estadual do Ceará (UECE)instacron:UECEporhttps://revistas.uece.br/index.php/linguagememfoco/article/view/4867/4295https://revistas.uece.br/index.php/linguagememfoco/article/view/4867/4296Copyright (c) 1969 Patrícia Cardoso Batista, Nilza Pereira Crepaldi, Annie Rose dos Santoshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBatista, Patrícia CardosoCrepaldi, Nilza PereiraSantos, Annie Rose dos2021-06-14T18:09:53Zoai:ojs.revistas.uece.br:article/4867Revistahttps://revistas.uece.br/index.php/linguagememfocoPUBhttps://revistas.uece.br/index.php/linguagememfoco/oailinguagememfoco@uece.br||2674-82662176-7955opendoar:2021-06-14T18:09:53Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)false
dc.title.none.fl_str_mv Supervised curricular internship in the Portuguese Language in a remote teaching scenario
O Estágio Curricular Supervisionado de Língua Portuguesa em contexto de ensino remoto
title Supervised curricular internship in the Portuguese Language in a remote teaching scenario
spellingShingle Supervised curricular internship in the Portuguese Language in a remote teaching scenario
Batista, Patrícia Cardoso
Língua Portuguesa
Estágio Supervisionado
Ensino remoto emergencial
Portuguese Language
Supervised Internship
Emergency Remote Teaching
title_short Supervised curricular internship in the Portuguese Language in a remote teaching scenario
title_full Supervised curricular internship in the Portuguese Language in a remote teaching scenario
title_fullStr Supervised curricular internship in the Portuguese Language in a remote teaching scenario
title_full_unstemmed Supervised curricular internship in the Portuguese Language in a remote teaching scenario
title_sort Supervised curricular internship in the Portuguese Language in a remote teaching scenario
author Batista, Patrícia Cardoso
author_facet Batista, Patrícia Cardoso
Crepaldi, Nilza Pereira
Santos, Annie Rose dos
author_role author
author2 Crepaldi, Nilza Pereira
Santos, Annie Rose dos
author2_role author
author
dc.contributor.author.fl_str_mv Batista, Patrícia Cardoso
Crepaldi, Nilza Pereira
Santos, Annie Rose dos
dc.subject.por.fl_str_mv Língua Portuguesa
Estágio Supervisionado
Ensino remoto emergencial
Portuguese Language
Supervised Internship
Emergency Remote Teaching
topic Língua Portuguesa
Estágio Supervisionado
Ensino remoto emergencial
Portuguese Language
Supervised Internship
Emergency Remote Teaching
description The article describes and analyzes the activities developed during the Supervised Curricular Internship of Portuguese Language in High School, in the context of the pandemic, experienced by an academic from the Distance Letras course at State University of Maringá (UEM) in 2020. The text presents as theoretical foundations the DCE (PARANÁ, 2008), OCEM (BRASIL, 2006), BNCC (BRASIL, 2017), and the conceptions of Shulman (1987), Peres (2012), Behar (2020), Rojo and Moura (2012), among others. As a result of the experience, the work provided reflections on different faces of the teaching and learning process at school, highlighting the didactic mediation by Emergency Remote Teaching (ERE), as well as the difficulties and limitations of acting in this format, confirming the need for knowledge specific and appropriate technological resources, in addition to initial training that allows teachers to work in a context of continuous transformation.
publishDate 2021
dc.date.none.fl_str_mv 2021-06-04
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/4867
10.46230/2674-8266-13-4867
url https://revistas.uece.br/index.php/linguagememfoco/article/view/4867
identifier_str_mv 10.46230/2674-8266-13-4867
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.uece.br/index.php/linguagememfoco/article/view/4867/4295
https://revistas.uece.br/index.php/linguagememfoco/article/view/4867/4296
dc.rights.driver.fl_str_mv Copyright (c) 1969 Patrícia Cardoso Batista, Nilza Pereira Crepaldi, Annie Rose dos Santos
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 1969 Patrícia Cardoso Batista, Nilza Pereira Crepaldi, Annie Rose dos Santos
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
application/epub+zip
dc.publisher.none.fl_str_mv EdUECE
publisher.none.fl_str_mv EdUECE
dc.source.none.fl_str_mv Revista Linguagem em Foco; Vol. 13 No. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 162-180
Revista Linguagem em Foco; v. 13 n. 1 (2021): Formação de professores nas interseções entre linguagem, formação e trabalho; 162-180
2674-8266
2176-7955
reponame:Revista Linguagem em Foco (Online)
instname:Universidade Estadual do Ceará (UECE)
instacron:UECE
instname_str Universidade Estadual do Ceará (UECE)
instacron_str UECE
institution UECE
reponame_str Revista Linguagem em Foco (Online)
collection Revista Linguagem em Foco (Online)
repository.name.fl_str_mv Revista Linguagem em Foco (Online) - Universidade Estadual do Ceará (UECE)
repository.mail.fl_str_mv linguagememfoco@uece.br||
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