O cotidiano escolar durante a pandemia na perspectiva do residente-estagiário

Abstract

This paper addresses the challenges faced in the Supervised Internship in History and in the Pedagogical Residency Project during the COVID-19 pandemic, focusing on the analysis of remote pedagogical practices and their impact on teacher training. Using the literature review methodology, we explore studies and research that examine the transformations in supervised internship approaches in a virtual context. By reviewing existing literature, we aim to identify effective strategies, obstacles faced by interns and supervisors, as well as the potential contributions of these adaptations to the training of future History educators.Thus, we rely on the theoretical contributions of Libâneo (1990), Bittencourt (2008), and Schmidt (2004) to reflect on the teaching practices and pedagogical approach from the perspective of these authors. Additionally, we problematize the internship as a field of research in history, considering its significance in teacher training.