SUPERVISED INTERNSHIP IV: REFLECTIONS ON TEACHER TRAINING AND PEDAGOGICAL PRACTICE IN REMOTE TEACHING

Abstract

This article aims to present reflections on the experiences lived in the Supervised Internship IV course, developed in the context of remote teaching during the pandemic period. The research highlights the importance of the internship in the initial training of teachers, enabling an approach to the school reality and the challenges faced in the teaching and learning process. The work addresses aspects related to the study of the National Common Curricular Base (BNCC), lesson planning, especially through the Japanese lesson plan, observation and teaching practice in the classroom, and the analysis of the Political-Pedagogical Project (PPP) of the Boa Esperança State School, located in the municipality of Curvelândia-MT. In addition, critical reflections are presented on the difficulties encountered in the return to face-to-face classes and on the relevance of pedagogical practice in the constitution of teacher identity. Methodologically, it is a descriptive and reflective study, based on authors who discuss planning, observation, and teacher training. It is concluded that supervised internships contribute significantly to the construction of pedagogical knowledge and to the professional development of future teachers.