Formação inicial docente no período pandêmico e suas implicações na saúde mental: vozes e vivências no estágio supervisionado

Abstract

The aim of this study is to analyze, through autobiographies, the description of trainees about the process of Supervised Internship during the COVID-19 pandemic, highlighting issues related to their mental health. Analyzing teacher training processes requires a refined and sensitive look at the subjects. In this sense, autobiography was chosen as a methodological tool for the analysis process of this study, since the study deals with the training experiences of future teachers during the pandemic. The Supervised Internship is an important practice in teacher training, enabling future teachers to be prepared to face the challenges of their profession. The main stage of this curricular component is direct contact with the school environment, providing interaction between the trainee and the professional environment, however, due to the COVID-19 pandemic, it had to adapt to the reality of that scenario, being carried out remotely. This is a bibliographical and documentary study focusing on a case study, using the autobiographical records of 5 (five) undergraduate students from the Biological Sciences course at the Federal University of Paraíba, located in the municipality of Areia - PB. As a selection criterion for the subjects, students who carried out Supervised Internships in the pandemic period between 2020 and 2022 were selected by adherence. The results obtained through autobiographical analysis indicate that initial teacher training during the COVID-19 pandemic has affected the mental health of graduate students. The drastic change in routine, social distancing and distance learning resulted in physical and mental exhaustion. In this context, a considerable part of the trainees left the pandemic more anxious and with compromised mental health. In addition, initial training was hampered by the lack of face-to face contact with the work environment, where remote internships did not provide a complete experience, which can lead to gaps in learning.