THE SUPERVISED PRACTICE OF TEACHING FORMATION IN REMOTE TEACHING TIME:THE CHALLENGES OF A CRITICAL AND REFLECTIVE FORMATION

Abstract

This article aims to reflect on the  supervised practice on teaching formation  in the context of remote teaching, thus, we define as specific objectives to problematize the supervised practice from the relationship with remote activities and to analyze some training alternatives developed during the supervised practice. In this sense, we support ourselves in a qualitative research, based on bibliographic studies and the training diary, writing used for the preparation of the final reports of students of the UERN pedagogy course. Thus, we can signal concerns regarding teaching formation, since remote education, despite leaving gaps in the training process, is a necessary alternative for this pandemic context and that the use of critical training paths that allow thinking about the school, are propositions that do not replace the face-to-face, but provide an approximation with reality and therefore, with the perspective of constituting critical pedagogical actions, that learn the totality of social determinations.