Banca de QUALIFICAÇÃO: Jane Clair Verza

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : Jane Clair Verza
DATA : 30/09/2025
HORA: 08:00
LOCAL: https://meet.google.com/khx-zkgb-qbi
TÍTULO:

SUPERVISED CURRICULAR INTERNSHIP DURING A PANDEMIC: UNEMAT/DEAD, DIAMANTINO POLE, CLASS 2017/21

PALAVRAS-CHAVES:

Teacher Training. Pedagogy. Remote Practices.

 

PÁGINAS: 130
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Métodos e Técnicas de Ensino
RESUMO:

Research developed in the Graduate Program in Education (PPGEdu) at the State University of Mato Grosso (UNEMAT), Cáceres University Campus, Research Line in Teacher Education, Policies and Pedagogical Practices, Study and Research Group on Teacher Education, Management and Educational Practice (GEFOPE). The study aimed to analyze whether and how the Supervised Internship of the Pedagogy degree course, conducted remotely during the Covid-19 pandemic, contributed to the pedagogical practical training of the teachers from the 2017/2021 class of UNEMAT/DEAD, Diamantino campus. The specific objectives included: investigating how the Supervised Internship took place remotely; identifying the main didactic-pedagogical challenges faced by the students during the remote completion of the Supervised Internship; investigating whether the teachers graduated from the Full Licentiate course in Pedagogy, class of 2017/2021 at UNEMAT/DEAD, Diamantino campus, faced or are facing didactic-pedagogical difficulties in developing their teaching practices, considering the supervised internship carried out remotely by them due to the COVID-19 pandemic. The research was anchored in a qualitative approach, with descriptive and interpretative analyzes. The empirical information was generated by sending out a questionnaire, created in Google Forms to gather the profile of the teachers, and conducting semi-structured interviews. The analyzes allow us to affirm that when conducting the Supervised Curricular Internship remotely, the students faced many challenges related to acceptance in schools, observation, planning, and execution of teaching, considering the need for the use of digital technologies, programs, and applications. They affirm that the remote internship made it possible to develop other skills related to the use of technologies, which contributed both during the internship and later in the classroom. They emphasized that the studies conducted during the undergraduate course were important in the internship practices, as the training process provided the theoretical, methodological, and practical foundations necessary for classroom practice. Upon starting their teaching careers, the most significant difficulties were related to the existing diversity in the classroom, particularly the gaps in students' learning and behavior, which were the result of social distancing and remote classes. The teachers report that the contribution of peers, pedagogical coordination, and the pursuit of knowledge helped overcome obstacles and consequently improve their practice. This internship and the beginning of teaching contribute to the development of a critical and reflective stance on one's own practice, in an investigative posture regarding classroom practices and the search for solutions.

MEMBROS DA BANCA:
Presidente - 32795003 - ANGELA RITA CHRISTOFOLO DE MELLO
Interna - 83216100 - MARIA DO HORTO SALLES TIELLET
Interna - 53664001 - ROSANE DUARTE ROSA SELUCHINESK
Externa ao Programa - 60581101 - LISANIL DA CONCEICAO PATROCINIO PEREIRA
Externa ao Programa - 100828003 - NEUSA INES PHILIPPSEN