A formação do professor em contexto pandêmico: experiências no estágio supervisionado de língua inglesa

Abstract

Due to the COVID-19 pandemic in 2020, many areas of knowledge had to consider new teaching modalities, since in-person classes were temporarily suspended. It was regarding the question “How did practical disciplines occur during the pandemic period?” that the motivation for this final paper arose. Based on a dialogic perspective of language, having its theoretical foundation anchored in the studies of the Bakhtin Circle, this research aims to investigate the development of the subject Teaching Practicum of English Language I during the pandemic context, with a view to problematize the teacher training process, based on my experiences as a licentiate student. A qualitative and interpretive research methodology was used to achieve the proposed objectives. Concerning the corpus, we analyzed the activities of the theoretical and practical part of the subject, which made it possible to show that the proposals made contributed to a dialogic teacher education, prioritizing the development of critical and digital literacies of teachers in training. This research seeks to contribute to the discussions about remote teaching and teacher training, exploring the possibilities and likely challenges faced during the supervised practicum in the pandemic context.