Desafios da formação docente durante o ensino remoto emergencial: percepções de professoras supervisoras de estágio em ciências e biologia

Abstract

The pandemic resulting from the high circulation of the SARS-CoV-2 virus affected billions of students around the world and caused the paralysis of classroom teaching activities in Brazil. In this scenario, the present work aims to understand the perception of supervisors of science and biology internship teachers about the formation of the teaching identity in the context of remote teaching. For this, the qualitative research approach was used through semi-structured interviews with four elementary school teachers from the city of São Carlos and supervisors of the Supervised Internship program. The data from the interviews were analyzed using the Textual Discourse Analysis of Moraes (2003), from which three thematic axes were derived: Perspectives of the Supervised Internship in Times of Social Distancing, Remote Teaching and Teaching-Learning Processes and The Influence of the Pandemic on the Teaching Identity. By raising these aspects, we promote a reflection about the formation of science and biology teachers, aspects of the supervised internship and the virtualization of teaching. It was possible to identify aspects of change in the construction of the teaching identity, which in times of pandemic is exhausted, anxious, and concerned about the difficulty of welcoming trainees and with uncertainties in methods for remote teaching, the quality of teaching and the teaching-learning processes were issues that permeated all the interviews.