Estágio supervisionado e significados formativos em experiências remotas

Abstract

In view of the relevance of Supervised Internship for teacher training and its remote offer, in the context of the pandemic of Covid-19, by the course of Pedagogy of the Federal University of Paraíba, Campus III, we start to ask ourselves: what are the meanings of the practices experienced in the Supervised Internship? To answer this question, we propose as a general objective: to reflect remote practices experienced in the Supervised Internship VI, Field Education and its formative possibilities. And as specific objectives: to contextualize the remote internship and the didactic-pedagogical practices built and understand the formative meanings experienced in Supervised Internship VI, Field Education, in remote format. The methodological procedures privileged the records of the internship field, bibliographic and documentary research. The materials were read and filed for the selection of data relevant to the discussion of objectives. The results and discussions are organized in two subsections: Remote internship and didacticpedagogical practices, and formative meanings. The first focuses on observations, planning and didactic interventions with children, experiencing challenges with the support of teachers' knowledge. The second, talks about learning, remote shares that have strengthened the fondness for the profession and the construction of knowledge in Early Childhood Education. It is possible to conclude that the work done has provided us unique formative experiences, whose meanings for professional and personal life do not express themselves fully through writing, are printed in the training itineraries and we will take them to practice the profession.