ESTÁGIO SUPERVISIONADO NA MODALIDADE REMOTA: A Observação como Processo Primordial para a Formação Docente

Abstract

The Supervised Internship is the moment when the intern puts into practice what he learned at the university, in order to realize that the contents learned during his graduation can be useful in his practice and contribute to his formation, offering him the opportunity to make become a professional capable of analyzing, understanding and reflecting on the pedagogical actions of a teacher. The objective is to understand how the observation during the Supervised Internship in the remote modality, as a result of the pandemic context caused by COVID-19, contributed to teacher education. For this purpose, we followed a theoretical perspective of Applied Linguistics regarding transdisciplinarity (CAVALCANTI, 2011 ; SILVA JÚNIOR, 2010); of Supervised Internship (PASSERINI, 2007; SOUZA ; FERREIRA, 2020) and of Reflective Observation (BIAZI; GIMENEZ; STUTZ, 2011). This research is characterized as qualitative and interpretive. The analysis was based on the reports produced during the Supervised Internships. The results revealed that the observation contributed to the teacher in training, recognizing himself/herself in the experience of the Supervised Internship in the remote modality due to the pandemic context caused by COVID-19, as a critical/reflective teacher.