A produção de um material didático digital de citologia para o ensino remoto emergencial

Abstract

The present work presents an experience report that deals with the results of a pedagogical intervention proposal resulting from the actions developed during the Supervised Internship III (SI III) in the remote modality of the Degree in Biological Sciences at the Federal University of Alagoas, in period between the first and second semester of 2021. It is a work that addresses the importance of Supervised Internships in Licentiate courses and their consideration in the context of Emergency Remote Teaching, highlighting the contributions that pedagogical practice provides during the process training of the teacher, in view of its role in the construction of the teaching identity. This work also investigates how the use of Digital Information and Communication Technologies (DICT) can contribute to Science and Biology Teaching (TSB), especially during Emergency Remote Teaching (ERT) and discusses the production and use of materials textbooks in the TSB, taking into account contents that involve cytology. The report describes the experiences lived during the practices that took place in a public school in the State of Alagoas in which it involved pedagogical practices in the classes of the final years of Elementary School. The objective of this work was to describe the production of a digital teaching material for the teaching of Sciences during the SI III for the ERT, which arose from the concern about the following problem: What is the contribution of the production of a digital teaching material to teacher training in the ERT? In view of this, the methodology used was through a work characterized as an experience report, descriptive in its objectives, of a basic nature and of a qualitative approach to seek to describe, analyze and substantiate the considerations presented here. As for the results, it was possible to perceive how much the theoretical foundations studied throughout the course were materialized and contributed to a more reflective practice during SI III, especially in what involves the possibility of using DICT to create materials for pedagogical purposes which has learning as its main focus and also showed that even though it was a challenge, the period of SI in a remote way, offered during the ERT, reflected positively on my teacher training.