Impactos do estágio supervisionado remoto na formação de professores de Física: percepções docente e discente do IFPI - Oeiras

Abstract

With the outbreak of the SARS-CoV-2 virus (Covid-19), government measures on a global scale resulted in the closure of educational institutions. Faced with this situation, institutions had to adapt a remote teaching approach, using online platforms. Consequently, Supervised Internship practices were affected by this context. The lack of physical contact between interns and classroom dynamics created challenges for training. In this scenario, this study aimed to investigate the Supervised Internship during remote teaching from the perspective of students and supervisors of the Physics Degree Course at the Federal Institute of Education, Science and Technology of Piauí – Campus Oeiras. Data collection was carried out only after authorization from the institution and participants and with approval from the Research Ethics Committee. Data collection occurred in two stages, through the application of questionnaires to students and mentoring teachers. This study is based on legal aspects for the initial training and internship of students (Brasil, 1996; Brasil, 2008; Brasil, 2019), in addition to the works of Pimenta (1999), Pimenta e Lima (2012), Formosinho (2009) and Perrenoud (2014). The results indicated positive adaptation to the pandemic scenario. This context led to learning that involved technologies, giving both teachers and students an opportunity to add new skills, methodologies and knowledge to their professional teaching identity.