Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
Tipo de documento: | Artigo de conferência |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFS |
Texto Completo: | http://ri.ufs.br/jspui/handle/riufs/16399 http://dx.doi.org/10.29380/2021.15.08.35 |
Resumo: | We aim to present reports of Supervised Internship Experiences, seeking to analyze the possibilities and challenges of teaching through WhatsApp during Emergency Remote Teaching (ERE). Methodologically, the experiences were lived in a 5th grade class of elementary school at a municipal school in the interior of Alagoas in the first half of 2021. Among the results, we found that the WhatsApp tool can be enhanced when accompanied by active methodologies that allow bring the protagonism of students into this “learning environment”. In addition, the internship experience revealed that even in the face of the various challenges faced in the ERE regarding the preparation of video classes, organization and selection of content and systematization of knowledge, it was still possible to show that this provided constructive learning to initial teacher training, especially, regarding the need to reinvent the practice and make teaching more flexible, without losing sight of the concern with its quality. It should be stressed that the lack of internet access and adequate electronic devices, in addition to the lack of teacher training to deal with this new teaching format, are factors that prevent the ERE and the non-presential internship from happening in a satisfactory manner. |
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Ismael, Bruna de LimaBastos, Ana Paula Solino2022-10-07T22:44:51Z2022-10-07T22:44:51Z2021-091982-3657http://ri.ufs.br/jspui/handle/riufs/16399Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es).http://dx.doi.org/10.29380/2021.15.08.35We aim to present reports of Supervised Internship Experiences, seeking to analyze the possibilities and challenges of teaching through WhatsApp during Emergency Remote Teaching (ERE). Methodologically, the experiences were lived in a 5th grade class of elementary school at a municipal school in the interior of Alagoas in the first half of 2021. Among the results, we found that the WhatsApp tool can be enhanced when accompanied by active methodologies that allow bring the protagonism of students into this “learning environment”. In addition, the internship experience revealed that even in the face of the various challenges faced in the ERE regarding the preparation of video classes, organization and selection of content and systematization of knowledge, it was still possible to show that this provided constructive learning to initial teacher training, especially, regarding the need to reinvent the practice and make teaching more flexible, without losing sight of the concern with its quality. It should be stressed that the lack of internet access and adequate electronic devices, in addition to the lack of teacher training to deal with this new teaching format, are factors that prevent the ERE and the non-presential internship from happening in a satisfactory manner.Objetivamos apresentar relatos de experiências de Estágio Supervisionado Não Presencial, buscando analisar as possibilidades e os desafios de realização da docência por meio do WhatsApp durante o Ensino Remoto Emergencial (ERE). Metodologicamente, as experiências foram vivenciadas em uma turma do 5º ano do ensino fundamental de uma escola municipal do interior de Alagoas no primeiro semestre de 2021. Dentre os resultados, constatamos que a ferramenta do WhatsApp pode ser potencializada quando são acompanhadas de metodologias ativas que permitam trazer o protagonismo dos alunos para dentro desse “ambiente de aprendizagem”. Além disso, a experiência de estágio revelou que mesmo diante dos vários desafios enfrentados no ERE referentes à preparação de videoaulas, organização e seleção dos conteúdos e sistematização dos conhecimentos, ainda assim foi possível evidenciar que esta proporcionou aprendizagens construtivas à formação inicial docente, em especial, quanto à necessidade de reinventar a prática e flexibilizar o ensino, sem perder de vistas a preocupação com a sua qualidade. Cabe reforçar que a falta de acesso à internet e dispositivos eletrônicos adequados, além da falta de formação do professor para lidar com este novo formato de ensino são fatores que impedem que o ERE e o estágio não presencial aconteçam de maneira satisfatórias.São CristóvãoporGrupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON)Anais do XV Colóquio Internacional Educação e ContemporaneidadeEnsino remotoEnsino remoto emergencialEstágio supervisionadoWhatsAppEmergency remote learningSupervised internshipLimites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamentalLimits and possibilities of the supervised remote internship in the early years of elementary educationinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/conferenceObjectreponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessTEXTLimitesPossibilidadesEstagioNaoPresencial.pdf.txtLimitesPossibilidadesEstagioNaoPresencial.pdf.txtExtracted texttext/plain51985https://ri.ufs.br/jspui/bitstream/riufs/16399/3/LimitesPossibilidadesEstagioNaoPresencial.pdf.txt65f79b591058eda4dc6ff10515b8da84MD53THUMBNAILLimitesPossibilidadesEstagioNaoPresencial.pdf.jpgLimitesPossibilidadesEstagioNaoPresencial.pdf.jpgGenerated Thumbnailimage/jpeg2210https://ri.ufs.br/jspui/bitstream/riufs/16399/4/LimitesPossibilidadesEstagioNaoPresencial.pdf.jpg236fccebf8c115219b1bb1fb3768cc17MD54ORIGINALLimitesPossibilidadesEstagioNaoPresencial.pdfLimitesPossibilidadesEstagioNaoPresencial.pdfapplication/pdf600431https://ri.ufs.br/jspui/bitstream/riufs/16399/2/LimitesPossibilidadesEstagioNaoPresencial.pdfad81b82493f5e663caf3ff807d3a2e20MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/16399/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51riufs/163992022-10-07 19:44:51.437oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2022-10-07T22:44:51Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental |
dc.title.alternative.por.fl_str_mv |
Limits and possibilities of the supervised remote internship in the early years of elementary education |
title |
Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental |
spellingShingle |
Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental Ismael, Bruna de Lima Ensino remoto Ensino remoto emergencial Estágio supervisionado Emergency remote learning Supervised internship |
title_short |
Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental |
title_full |
Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental |
title_fullStr |
Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental |
title_full_unstemmed |
Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental |
title_sort |
Limites e possibilidades do estágio supervisionado não presencial nos anos iniciais do ensino fundamental |
author |
Ismael, Bruna de Lima |
author_facet |
Ismael, Bruna de Lima Bastos, Ana Paula Solino |
author_role |
author |
author2 |
Bastos, Ana Paula Solino |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Ismael, Bruna de Lima Bastos, Ana Paula Solino |
dc.subject.por.fl_str_mv |
Ensino remoto Ensino remoto emergencial Estágio supervisionado |
topic |
Ensino remoto Ensino remoto emergencial Estágio supervisionado Emergency remote learning Supervised internship |
dc.subject.eng.fl_str_mv |
Emergency remote learning Supervised internship |
description |
We aim to present reports of Supervised Internship Experiences, seeking to analyze the possibilities and challenges of teaching through WhatsApp during Emergency Remote Teaching (ERE). Methodologically, the experiences were lived in a 5th grade class of elementary school at a municipal school in the interior of Alagoas in the first half of 2021. Among the results, we found that the WhatsApp tool can be enhanced when accompanied by active methodologies that allow bring the protagonism of students into this “learning environment”. In addition, the internship experience revealed that even in the face of the various challenges faced in the ERE regarding the preparation of video classes, organization and selection of content and systematization of knowledge, it was still possible to show that this provided constructive learning to initial teacher training, especially, regarding the need to reinvent the practice and make teaching more flexible, without losing sight of the concern with its quality. It should be stressed that the lack of internet access and adequate electronic devices, in addition to the lack of teacher training to deal with this new teaching format, are factors that prevent the ERE and the non-presential internship from happening in a satisfactory manner. |
publishDate |
2021 |
dc.date.issued.fl_str_mv |
2021-09 |
dc.date.accessioned.fl_str_mv |
2022-10-07T22:44:51Z |
dc.date.available.fl_str_mv |
2022-10-07T22:44:51Z |
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info:eu-repo/semantics/publishedVersion |
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http://ri.ufs.br/jspui/handle/riufs/16399 |
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1982-3657 |
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Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://dx.doi.org/10.29380/2021.15.08.35 |
identifier_str_mv |
1982-3657 Autorização para publicação no Repositório Institucional da Universidade Federal de Sergipe (RIUFS) concedida pelo(s) editor(es). |
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http://ri.ufs.br/jspui/handle/riufs/16399 http://dx.doi.org/10.29380/2021.15.08.35 |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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Grupo de Pesquisa CNPq/UFS Educação e Contemporaneidade (EDUCON) |
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