O estágio supervisionado e o Programa em Residência Pedagógica no contexto do Ensino Remoto Não-presencial Emergencial (ENPE) em Pedagogia na Universidade Federal de São Carlos - campus Sorocaba (2020)
Abreu, Camilla Fenley Antas de
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This research aims to analyze the characteristics of the remote supervised internship as a control measure for the transmission of COVID-19 for initial teacher training developed in conjunction with the Pedagogical Residency Program. It is important to highlight that, included and adapted to the social distance resulting from the pandemic reality brought by the new coronavirus, the modality of remote education, despite having limits both in relation to Basic Education and University Education, has brought and still brings new possibilities and shows different potentialities for teacher training through remote supervised internship and the Pedagogical Residency Program for teacher training. We seek to understand how remote supervised internships are provided during the first segment of the PRP to students at the Federal University of São Carlos – Sorocaba, as well as its contributions and limitations to the teacher training of its participating fellows. In this sense, it is proposed a documentary research of the internship report delivered as an evaluative resource of the disciplines of Internship in Early Childhood Education, Internship in Elementary School - early years and Internship in Elementary School - final years, the latter being components of the Residency Program Pedagogical in its first segment, held in the last semester of 2020. In addition, it seeks to understand, through existing bibliographic materials on internship, remote teaching, initial teacher training and the Pedagogical Residency Program, the relevance of the internship for the teacher training and the characteristics of supervised internship in the remote modality in teacher training.
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