Supervised internships of degrees in biological sciences as emergency remote teaching: analysis of academic works in Brazil

• Autor(a) principal: Sudério, Fabrício Bonfim
• Data de Publicação: 2022
• Outros Autores: Ribeiro, Luís Távora Furtado
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Research, Society and Development
• Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/28721
• topic: Ensino; Pandemia e a formação docente; Prática de ensino em biologia.; Enseñando; Pandemia y formación docente; Práctica docente en biología.; Teaching; Pandemic and teacher training; Teaching practice in biology.

The condition of Emergency Remote Teaching (ERE) during the Covid-19 pandemic required a process of reformulation in the systematic of supervised internships of degree courses. Therefore, the objective of this research was to investigate the impacts of the pandemic on the stages of degrees in biological sciences in an emergency condition of remote classes. This work is characterized as a bibliographical, exploratory, descriptive research, with a qualitative approach, involving the categorization of data by content analysis. The investigation involved the analysis of academic productions published between the beginning of 2020 and 2022 that sought to contribute to the discussions on the challenges of ERE in the stages of degrees in biological sciences, using Google Scholar as a research source. The work started with the elaboration of instruments for the organization of the works, considering the guiding questions related to the research. After the selection of 12 works, the positive and negative aspects of the ERE in the internships in biological sciences were divided into 06 and 20 categories, respectively. The most outstanding positive factors were: learning and better use of tools and technological resources in teaching; and social reflection related to the teaching profession. Some negative points were also highlighted, such as: digital exclusion; lack of adequate preparation of teachers and students for the use of educational technologies; and lack of articulation of theoretical contents with practical activities. In general, the works reveal the lack of equity in remote teaching, but also present strategies for overcoming the difficulties arising from the ERE.