Processos formativos: Reflexões e relatos do Estágio Supervisionado em Ciências e Biologia no contexto pandêmico

Abstract

The teaching internship is a mediation between teacher training and basic education schools, aiming to provide an approximation between theory and reality of being a teacher. Due to the COVID-19 pandemic, the World Health Organization (WHO), on January 30, 2020, declared a Public Health emergency of International Concern. To protect the health of the population and the educational community, measures were created to prevent contamination by the virus, such as the suspension of face-to-face classes throughout the Brazilian national territory. Thus, the Ministry of Education (MEC) authorized the replacement of face-to-face classes by classes that use information and communication technologies in ongoing courses, such as the IFG Emergency Remote Teaching (ERE), which allowed teachers to develop contents of their disciplines through synchronous and asynchronous activities. In this context, our aim is to identify the adversities faced by students of the Biological Sciences course who carried out the internship through the ERE, discuss these impacts and compare the approval levels of students in the curricular internship subjects before and during the pandemic. The present research was developed at the Federal Institute of Goiás, Campus Formosa, with students of the Degree in Biological Sciences who attended the compulsory teaching internship discipline. For this, we used the Focus Group (GF) methodology. Participants believe that the biggest challenge was the lack of interaction with students and the field school's supervising teacher. Four participants believe that many of the expectations of approaching the teaching practice were frustrated with social isolation. Despite the multiplicity of tools inserted in the emergency context of the pandemic to guarantee access to education in Goiás, data from this and other studies confront their effectiveness. With the experiences lived by the participants of the FG's, we believe that the undergraduates were harmed by the lack of experience in the school environment. We also observed that in 2020/2021 in which the ERE took place, the number of students enrolled in the internship subjects was lower compared to previous years (2017-2019), however the failure rate was higher. In 2022, even with in-person classes returning, the number of enrollments was still low, maintaining a similar relative pattern of failures compared to the ERE.