Teaching planning: the movement from face-to-face to remote in the supervised practice

Abstract

This article discusses the movement of (re)planning of the activities carried out in the Supervised Internship (ES), in the Chemistry Degree course in a Federal Public Institution, from the perspective of face-to-face teaching to remote teaching. Specifically, to understand what it was possible to remain from the previous planning to what was actually made possible. They are presented in three movements of discussion. Initially, in the theoretical foundation, where teacher education, planning, and ES in a disruptive movement are situated. Next, the course of planning in ES is visualized in a movement from face-to-face to remote teaching and the learning evidenced, ending with some perspectives and challenges in ES planning as possible considerations. The perspectives are complemented by the challenges in redesigning the ES, as demonstrated by the evidence of the weaknesses of face-to-face teaching. This, at the same time in which the path to a new scenario was indicated to teacher training that promoted disruption, deconstruction of some teaching conceptions, and evaluation for (and in) learning in the context of a virtual environment. In this process, in general, there were more gains than losses. While the obligatory changes in pedagogical practice brought about new teaching knowledge experienced in and for remote teaching, which are now perpetuated in face-to-face teaching through the use of ICTs.