Remote supervised curricular internship in english language at a state university of maranhão: A teaching experience report

This study aimed to report the teaching experience of the Remote Supervised Curricular Internship in English Language at a State University of Maranhão. To that end, we formulated the following guiding questions: what the guidelines from the Universidade Estadual da Região Tocantina do Maranhão (UEMASUL) are, concerning emergency remote education? How was the Remote Supervised Curricular Internship in English Language developed, during the second academic semester of 2020? What are the positive and negative aspects of the teaching-learning process for the remote format of the Supervised Curricular Internship in English Language? This study is based mainly on authors: Selma Pimenta and Socorro Lima (2012); Maurice Tardif (2010); Evandro Ghedin, Elisangela Oliveira and Washgthon de Almeida (2015). Thus, since May 2020, the University, through its resolutions, regulated the resumption of remote lectures, at first as the special academic period of 2020.3. Starting from this first experience, 2020.1 started under the aegis of resolution that established that the workload should be divided in one third of synchronous lectures and two thirds of asynchronous lectures. Consequently, the syllabus for the Supervised Curricular Internship in English Language for 2020.2 enabled, in the remote format, significant learning, despite the distance from school units. The interns who responded to the survey carried out in the classroom highlighted, as positive aspects: the intimacy with the use of applications, platforms and tools (Digital Information and Communication Technologies), methodologies that they can use with future students; the recording of the solving of questions from university entrance exams for high school students and their uploading to YouTube; the elaboration of a research project and the writing of a paper, in such a short time, showing them how capable they are to develop such activities. The course dialogued with university events, in addition to giving them the opportunity to participate in a round table, preparing them for future presentations in scientific events. As to the negative aspects, they complained of the simultaneous accumulation of tasks; of bad internet connection; of the absence of activities at field-schools and the lack of proximity with high school students with regard to learning the English language; of a weakened mental health, since anxiety, irritation, and fear have been installed in some; of the long time of exposure to the screen, either on the cell phone or on the notebook. It should be noted, therefore, that, in spite of everything, the positives outweighed the negatives.