CONTRIBUTIONS OF THE LETTERS PROGRAM AT THE ARAGUAIA UNIVERSITY CAMPUS/UFMT TO TEACHER EDUCATION DURING THE PANDEMIC AND POST-PANDEMIC PERIOD: THINKING ABOUT SUPERVISED CURRICULAR INTERNSHIP IV

Resumen

Through this article, we present the result of the experience of “daring” as Professors of Supervised Curricular Internship, against the backdrop of the COVID-19 pandemic, when UFMT out of necessity carried out the Supervised Curricular Internship IV in semester 2021-2 via remote teaching, at a time when all Basic Education schools also carried out remote teaching. From this, the discipline has been carried out, in each semester, with Teaching Projects that then generate an Extension Project that also started to be worked on in its face-to-face form. Our analyses, point to the conception of internship present in the thinking of the regent teachers and the evaluation of the students due to the aspects they consider positive in its accomplishment. The methodology used assumes the investigation into the perception of academics (as) of carrying out the internship in the classroom with the presence of an external public at the university (teachers, high school students preparing for the Enem, housewives interested in the themes related to language and literature for basic education). The perspectives pointed out here lead us to the understanding of the challenges faced in teacher training through the relationship established between the school and the university when carrying out the supervised internship.