APRENDER A ENSINAR EM UM CONTEXTO DE ENSINO REMOTO DE EMERGÊNCIA:

ESTÁGIO DURANTE A PANDEMIA DA COVID-19.

Abstract

In the process of training foreign language teachers, the practices are essential stages to compose the learning processes about the knowledge of approaches and methods exploited throughout the subjects. From these processes, it is possible to know the routine of institutions, teaching materials, formal documents and stay ahead of the challenges that life in the classroom presents. This moment is marked by complexity for students and trainers. In the year 2020, it is added to this challenge to do so in the face of a global pandemic that has required institutions to implement Emergency Remote Teaching – ERE – (HODGES et al. 2020). Considering the relevance of this historical moment, this work proposed, through an Experience Report, to report the regency in Spanish in a free course in the context of the COVID-19 pandemic. Added to this macro-objective, it was also proposed to analyze the potentialities and limits of the tools used in the practices in the ERE for the work with the four linguistic abilities faced with the operational and pedagogical difficulties of launching an internship in a hurry to guarantee compliance with institutional regulations. To achieve success in this objective, the notes of the report critically analyzed the facts of the internship, guided by the theoretical notes on the use of Information Technology (ICT) and Communication in an educational context (KENSKI, 2006; SANTAELLA,2013). From the analysis, it was possible to perceive that in this period, in addition to the issues of educational methodologies and techniques inherent in this process, there was the speed and ferocity of digital literacy, adaptation to remote teaching, and the stress caused by these demands and by the fears and losses that affected the emotions of all the actors in the teaching-learning process. Therefore, it is necessary to understand that the lived experience is inserted in a time cut that requires reflecting on successes and problems to look at the potential of remote activities without forgetting that this process needed training leveling of digital literacies as well as infrastructure adjustments. This work presents important points of the educational experiences of the period that is recent and therefore needs more analysis and views for research purposes and possible redefinitions of educational theories and practices.