Shared experiences and perceptions in the Supervised Curricular Internship in Physical Education in High School in times of pandemic

Abstract

OBJECTIVE: To report the experiences of an intern and professors from the university and Instituto Federal Sul-rio-grandense – campus Pelotas (IFSul/Pelotas) who experienced the Supervised Curricular Internship (ECS) in Physical Education in High School (EM) in a remote format.
METHODS: This is an experience report produced collectively by two professors from the Federal University of Pelotas, working in the Degree in Physical Education, one academic from the same course and two professors of Physical Education from the IFSul/Pelotas.
RESULTS: The reports of the intern, the professors from the university and the IFSul showed some limitations that permeated the process, such as the failure to carry out practical activities that are so expensive in Physical Education classes, the restricted participation of the interns in the synchronous classes of the ECS. It was also possible to notice a greater dedication of the interns in the study of the knowledge of Physical Education to teach classes, expanding the vision about the area itself and the curricular component of the school. The supervision work was also praised as a key factor for the realization of the ECS by the intern and the university professors, being carried out in a collaborative way by the two professors in the internship field.
CONCLUSION: The views and descriptions of those involved in the ECS, coming from the different academic places they occupy, sought to show the process with its characteristics, adaptations, limitations and potentialities. We believe that the potentialities regarding the relationship between University and school need to be better used, so that the articulation is more effective, that there are spaces for exchanges, sharing, planning and evaluation together, thus collaborating for the ECS to be more qualified. We evidence, therefore, the need to requalify and bring the dialogues between university and school closer, placing both at the same level of importance in the initial training of Physical Education teachers.