Os impactos da pandemia no campo do estágio supervisionado do/no Curso de Licenciatura em Química da UFGD

Abstract

Teacher training has been changing over time, and with the emergence of the COVID-19 virus, many ephemeral changes have occurred in society, such as isolation and social distancing. In this scenario, the educational space, both in Basic Education and Higher Education, has been affected. In this context, the Supervised Internship curricular components of the Chemistry Degree Course at the Federal University of Grande Dourados (UFGD) were investigated in this research. Therefore, the general objective of this study was to understand the impacts of the pandemic on the initial training of interns in the Chemistry Degree Course at UFGD, enrolled in the Supervised Internship IV curricular component in the second semester of 2022. To delve into the presented problem, initially, a State of the Art review was conducted to understand the impacts of the pandemic on Supervised Internships (SI) in the field of Science Education. We also aimed to map the documents published by UFGD during the pandemic period from 2020 to 2021. This research is characterized as qualitative. The Focus Group (FG) was used as an instrument for constituting empirical material, and Discursive Textual Analysis (DTA) was employed as an analysis methodology to understand the phenomena emerging from the analyses. In this immersion movement in the analyses, thirteen initial categories, four intermediate categories, and two final categories emerged. From this categorization process, we arrived at a metatext entitled: "Comprehensive Horizons on Initial Teacher Training: experiences and difficulties during the pandemic and the return to face-to-face teaching." In light of the pandemic scenario experienced, we understand that the crucial impacts on the Internship field at UFGD were: lack of structure, difficult access to the internet, and gaps in the initial training of interns. Many interns reported difficulties in carrying out practical activities and interacting with their supervisors and colleagues, which negatively affected their professional preparation. Additionally, the transition to remote teaching highlighted socioeconomic inequalities, exacerbating the challenges faced by interns. Another relevant result was the identification of adaptive strategies adopted by interns and teachers to mitigate the negative impacts, such as using digital platforms for teaching and communication, flexible deadlines, and implementing alternative pedagogical activities. These strategies, although palliative, demonstrated the resilience and innovation capacity of those involved in the educational process. This study contributes to understanding the challenges faced in teacher training during the pandemic and offers insights on how to mitigate such impacts in the future, reinforcing the importance of adaptation and resilience in the educational field.