A formação inicial de professores e o ensino híbrido: desafios para o Estágio Supervisionado I em tempos de pandemia

• Autor(a) principal: Albuquerque, Ana Cláudia Prazeres França Cavalcanti de
• Data de Publicação: 2021
• Outros Autores: Maranhão, Iagrici
• Tipo de documento: Artigo de conferência
• Idioma: por
• Título da fonte: Repositório Institucional da UFS
• Texto Completo: http://ri.ufs.br/jspui/handle/riufs/16488; http://dx.doi.org/10.29380/2021.15.04.25
• topic: Estágio supervisionado; Formação de professores; Ensino híbrido; Supervised internship; Teacher training; Hybrid teaching

The present study presents a stage of initial teacher education through the work carried out in the Supervised Internship I discipline, at Maurício de Nassau University in Boa Viagem, Recife - Pernambuco. The experience is presented in the development of the discipline in a hybrid way, which during the pandemic period, the quarantines, was based on the challenge of proposing observation and conducting activities that contemplated the dynamics adopted by the school that served as an internship field. In theory, the discipline fosters contact with the school environment so that the student can build his/her teaching profile. Based on the idea that in 2020, schools complied with quarantine and distancing protocols, carrying out activities in a hybrid manner. Thus, the opportunity for students was to live with the dynamics carried out using hybrid teaching tools through observations, planning and recording of classes to replace professional conducting. The result highlights the gaps in initial teacher education and points out elements of this period that deserve an analysis beyond the educational context, converging in aspects of learning, structure, inequality in access to instruments, among several points that begin in this discussion here presented.