O desafio do estágio docente na Modalidade Remota como práxis em Mestrado Profissional em Psicologia da Saúde
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Tipo
Dossiê
Classficação
Nível metodológico
Data
2021
Título do Períodico
Revista de Iniciação à Docência
ISSN
2525-4332
Página(s)/e-location
433-451
Idioma(s)
pt
Fonte
Fonte
Jequié, BA
6
2
jul./dez.
6
2
jul./dez.
Coleções
Resumo
No presente artigo, por meio de um relato de experiência, com a intenção de fornecer subsídios que fundamentem uma discussão no que concerne ao Estágio Docente no Ensino Superior, objetivamos explicitar o significado da realização de um estágio docente, realizado como componente curricular obrigatório em um Programa de Pós-Graduação, à nível de mestrado profissional, de Psicologia da Saúde, vinculado a uma Instituição de Ensino Superior (IES). A experiência descrita foi realizada na modalidade de ensino remoto no ano de 2021, em um cenário atípico, provocado pela Pandemia do Covid-19. Propomos a discussão da prática educativa, fundamentada na perspectiva freireana e apresentamos argumentos que compõem aspectos intrínsecos ao cenário mundial e à necessidade de adaptação da modalidade presencial para a remota, considerando, também, as nuances que envolvem a práxis educacional, como o planejamento, as funções exercidas, a escolha de plataformas, o encontro docente-discente, os atendimentos individualizados e coletivos, e os métodos avaliativos. Consideramos, então, que a pandemia provocou modificações na forma de ensino-aprendizagem, bem como no exercício da formação docente. No entanto, há aspectos fundamentais que sobressaíram às alterações como a vivência de lecionar no ensino superior, estando disponível e sensível ao processo dialógico de ensinar e aprender.
In this article, through a report on experience, we aim to present subsidies that substantiate a discussion regarding the Teaching Internship on High Education, with the objective of showcasing the meaning of doing a teaching internship, done through a mandatory curricular componentin a Post-Graduation Program, on the professional master’s level, in Health Psychology, linked to a High Education Institution (HEI). The experience described was done through the remote teaching modality in the year of 2021, in an atypical scenario caused by the Covid-19 Pandemic. We propose a discussion on the education practice, based on the perspective of Freire and present arguments that compose intrinsically the worldwide scenario and the need to adapt from the on-site modality to remote, considering, as well, the nuances that involve the educational praxis, like planning, the functions exercised, the platform choices, the engagements between teachers and students, individualized and collective meetings, as well as the evaluative methods. Considering,then, that the pandemic caused changes in the way of teaching-learning, as well as in the exercise of the formation of a lecturer. Nonetheless, there are fundamental aspects that stand out from this alterations like the experience of teaching on High Education, being available and sensible to the dialogic process of teaching and learning.
In this article, through a report on experience, we aim to present subsidies that substantiate a discussion regarding the Teaching Internship on High Education, with the objective of showcasing the meaning of doing a teaching internship, done through a mandatory curricular componentin a Post-Graduation Program, on the professional master’s level, in Health Psychology, linked to a High Education Institution (HEI). The experience described was done through the remote teaching modality in the year of 2021, in an atypical scenario caused by the Covid-19 Pandemic. We propose a discussion on the education practice, based on the perspective of Freire and present arguments that compose intrinsically the worldwide scenario and the need to adapt from the on-site modality to remote, considering, as well, the nuances that involve the educational praxis, like planning, the functions exercised, the platform choices, the engagements between teachers and students, individualized and collective meetings, as well as the evaluative methods. Considering,then, that the pandemic caused changes in the way of teaching-learning, as well as in the exercise of the formation of a lecturer. Nonetheless, there are fundamental aspects that stand out from this alterations like the experience of teaching on High Education, being available and sensible to the dialogic process of teaching and learning.
Descrição
Palavras-chave
Ensino remoto, Mestrado profissional, Prática educativa, Práxis educacional, Psicologia da saúde, Remote teaching, Professional master’s, Education practice, Educational práxis, Health psychology
Citação
FELÍCIO, Luanna Lua Sousa ; SILVA, Carmem Virgínia Moraes. O desafio do estágio docente na Modalidade Remota como práxis em Mestrado Profissional em Psicologia da Saúde. Revista de Iniciação à Docência, Jequié, BA, v. 6, n. 2, p. 433-451, jul/dez. 2021. https://doi.org/10.22481/riduesb.v6i2.9285. Disponível em: https://periodicos2.uesb.br/index.php/rid/article/view/9285. Acesso em: 2022-08-09