Estágio supervisionado em Química e os novos moldes da educação: um relato de experiência
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Tipo
Artigo
Classficação
Nível metodológico
Data
2021
Título do Períodico
Revista de Iniciação à Docência
ISSN
2525-4332
Página(s)/e-location
35-51
Idioma(s)
pt
Fonte
Fonte
Jequié, BA
6
2
jul./dez.
6
2
jul./dez.
Coleções
Resumo
A educação tem sofrido impactos desmedidos em virtude do cenário pandêmico, mas, por intermédio dos recursos tecnológicos, as aulas puderam acontecer modo remoto e, por conseguinte, os docentes tiveram que enfrentar os novos desafios, utilizando as tecnologias digitais. Com as aulas online, as atividades de estágio foram retomadas e adaptadas à nova realidade vivenciada no contexto educacional. Este relato tem como objetivo discutir e analisar as experiências vivenciadas no estágio supervisionado realizado durante a pandemia, por meio do ensino remoto emergencial (ERE), explorando as potencialidades e adversidades desta vivência.O estágio foi realizado por intermédio de atividades síncronas e assíncronas, com oacompanhamento de aulas remotas de Química, emuma escola na capital baiana, através da plataforma Google Meet,com a participação de duas professoras da educação básica em rodas de conversa, abordando temáticas como planejamento pedagógico no ERE e discutindo os desafios e estratégias para novo formato. A partir desta experiência foi possível identificar que as vivências e o fazer pedagógico no estágio proporcionaram o contato direto com o novo contexto educacional, evidenciando a necessidade da constância formativa na trajetória do professor. Nesse itinerário, as atividades realizadas nesse novo formato permitiram também a construção de um novo olhar desses futuros profissionais para a prática docente.
Education has suffered huge impacts due to the pandemic scenario, including the temporary suppression of classroom activities, but with the use of technological resources, classes returned remotely, therefore teachers had to face new obstacles using digital technologies. With online classes, internship activities were resumed and adapted to the new reality experienced in the educational context. In this sense, this report aims to discuss and analyze the experiences lived in the supervised internship carried out during the pandemic, through emergency remote education (ERE), exploring the potential and adversities of this experience. The internship was carried out through synchronous and asynchronous activities, with the monitoring of remote Chemistry classes, in a school in the capital of Bahia, through the Google Meet platform and the participation of two basic education teachers in conversation circles, addressing topics such as planning in the ERE, discussing the challenges and strategies for the new format. From this experience, it was possible to identify that the experiences and the pedagogical practice in the internship provided direct contact with the new educational context, highlighting the need for formative constancy in the teacher's trajectory. Inthis itinerary, the activities carried out in this new format also allowed the construction of a new look of these future professionals for the teaching practice.
Education has suffered huge impacts due to the pandemic scenario, including the temporary suppression of classroom activities, but with the use of technological resources, classes returned remotely, therefore teachers had to face new obstacles using digital technologies. With online classes, internship activities were resumed and adapted to the new reality experienced in the educational context. In this sense, this report aims to discuss and analyze the experiences lived in the supervised internship carried out during the pandemic, through emergency remote education (ERE), exploring the potential and adversities of this experience. The internship was carried out through synchronous and asynchronous activities, with the monitoring of remote Chemistry classes, in a school in the capital of Bahia, through the Google Meet platform and the participation of two basic education teachers in conversation circles, addressing topics such as planning in the ERE, discussing the challenges and strategies for the new format. From this experience, it was possible to identify that the experiences and the pedagogical practice in the internship provided direct contact with the new educational context, highlighting the need for formative constancy in the teacher's trajectory. Inthis itinerary, the activities carried out in this new format also allowed the construction of a new look of these future professionals for the teaching practice.
Descrição
Palavras-chave
Ensino remoto emergencial (ERE), Estágio, Aulas remotas, Prática docente, Emergency remote teaching (ERE), Internship, Remote classes, Teaching practice.
Citação
FERREIRA, Aniole dos Santos ; MACHADO, Maíra Souza ; BORGES, Grasiely Faccin. Estágio supervisionado em Química e os novos moldes da educação: um relato de experiência. Revista de Iniciação à Docência, Jequié, BA, v. 6, n. 2, p. 35-51, jul/dez. 2021. https://doi.org/10.22481/riduesb.v6i2.8911. Disponível em: https://periodicos2.uesb.br/index.php/rid/article/view/8911. Acesso em: 2022-08-09