MANDATORY SUPERVISED INTERNSHIP IN A PANDEMIC CONTEXT: FROM MISCELLANEOUS TO BUILT LEARNINGS

Abstract

The pandemic caused by COVID-19 has imposed a series of restrictive demands on
humanity, with a view to containing contamination by this virus. Among these, the suspension of faceto-face activities in educational institutions, as of March 2020. The purpose of this article is to discuss
the offer of the Supervised Internship in the remote format, structure, organization, mishaps and built
learning, in a course of training of teachers/es, offered in the distance modality, in a public university,
in the state of Bahia. We carried out a research with a qualitative approach, exploratory and
descriptive. To construct the data, we applied a questionnaire with the students/interns, a semistructured interview with school managers and production of reports on all stages of the Internship.
The results point to some challenges encountered by the students/interns, such as the digital divide that
brutally affected schools and families; the technological resources that do not exist as a public policy
of the State; the invasion of time and space of teachers, students and families; as learning, the
necessary articulation of theoretical knowledge in relation to practice; interaction and teamwork
between teachers, managers, student interns and families, as fundamental for children's school life.