SUPERVISED INTERNSHIP IN INITIAL TEACHER TRAINING IN TIMES OF PANDEMIC
DOI:
https://doi.org/10.17564/2316-3801.2024v12n2p265-282Abstract
The article presents an internship experience through Emergency Remote Teaching, carried out in a public school in Paraná, in 2020, by a student of the Portuguese-English Language course, in the distance learning modality of the State University of Maringá. The work is based on the theoretical contributions of Shulman (1987) on the epistemology of pedagogical practice. As a result, we focus, on the one hand, on the difficulties of reaching students fully through remote teaching, and, on the other hand, the importance of mediation through digital interactive processes, as well as the reflective process during observation and conducting, which enabled the trainee to better reflect on his role as a future teacher.