O Estágio Curricular Supervisionado remoto no contexto pandêmico: crenças e atitudes de graduandos(as) em Letras/Língua Portuguesa

Abstract

This paper describes and problematizes the remote internship experiences of undergraduate students in Languages/Portuguese Language at the Federal University of Alagoas - Campus do Sertão during the COVID-19 pandemic, between 2020 and 2022. For this purpose, we present the Internship as a mandatory and relevant stage in teacher training and a history of the provision of this curricular component in the undergraduate course. In the field research, we selected data via a structured online questionnaire, drafted on the Google Forms platform, aimed at twenty-one undergraduates who had taken at least one of the remote internship subjects. These responses allowed for a qualitative and quantitative analysis of the content and discourses, combined with the treatment of institutional documentation to verify and question aspects relating to teaching practice and aspects of non-face-to-face learning, given that the pandemic context required different adaptations from educational agents - supervisors, tutors, and teachers in training themselves. The Appendix contains some answers to the questionnaire, which partially make up the corpus of the research. The answers provided on the differences and difficulties of the Non-Personal Internship during the pandemic orbit around varied themes, such as the lack of personal contact, technological problems, challenges in student participation and engagement, and emotional and psychological impacts.