Estágio curricular supervisionado no ensino fundamental e médio, isolamento social, tecnologias e o ensino: desafios e reflexões do ensino remoto

Abstract

To date, according to UNESCO data1, on average, two-thirds of an academic year has been lost worldwide, and more than 800 million students still face interruptions in their education due to school closures as a result of COVID-19. It is in this context that this paper reports on the experiences of Supervised Internships in the basic education system at UEB Luís Viana (Elementary School) and Centro de Ensino Paulo VI (High School). Internships were carried out at the State University of Maranhão, São Luís Campus, in the Music Degree course (in-person modality) in the Supervised Curricular Internship discipline, where they were supervised by Professor Edilson Gusmão and Professor Marlene Pontes. The main objective of this report is to reflect on the practice of supervised internships in basic education and in the initial training of music teachers, branching out into: reflecting on the challenges and learning in teaching music classes in the form of remote teaching, on the negative and positive aspects of this teaching and discussing the use of information technologies in these music classes. In this sense, it is worth highlighting that the Internship discipline plays an essential role in the training of a music undergraduate student and being in the classroom provides us with many experiences and challenges, because experiencing the school environment, even before working as trained professionals, brings us a great deal of learning and reflection on our educational practice, especially now in the current moment of the pandemic, as we will see in this work. Therefore, as music educators we need to understand the needs and difficulties of students and their families, especially at this time when we will be more distant from them. And for these points, some questions should be considered: do students have access to the internet and electronic devices? How will we work with students so that they learn even without the use of technology? What teaching methods/methodologies do teachers need to adopt so that students can learn? In light of these issues, we saw the need to make changes to our practices and lesson plans to adapt to digital information and communication technologies. Even before this chaotic pandemic period, we had already been using technology to our advantage, but its use increased even more during this period of social isolation. Thus, this great tool helped us and enabled the development of our internship, so that activities were not completely interrupted. These were moments of much production of academic content and also of reinventing ourselves, after all, our classes could not continue in the same way as if we were in a classroom in person.