Knowledge, potentialities and deficiencies of/in the remote internship: impacts of the Covid-19 Pandemic on the in Biological Sciences Course

Authors

DOI:

https://doi.org/10.30612/tangram.v8i1.20431

Keywords:

Supervised Internship in Science, Biology, Teacher Training

Abstract

CNE/CP Opinion No. 5/2020 established the teaching practices that could be integrated with remote teaching and learning processes during the suspension of basic, professional, and higher education activities due to the COVID-19 pandemic. Consequently, the Federal University of Paraná (UFPR) published Cepe Resolution No. 44/2020 on May 4, 2020, regulating the continuity of some undergraduate program activities, including internships. However, supervised internships for undergraduate programs present both possibilities and limitations in a remote format. Therefore, this study aims to understand the knowledge mobilized by the remote Supervised Internship in Science and Biology, its potential for contributing to teacher training, and the deficiencies that need to be mitigated. The research context involves graduates of the undergraduate program in Biological Sciences. Using a qualitative approach and case study approach, five graduates of the Biological Sciences undergraduate program who completed their internships remotely between 2020 and 2021 were interviewed in a semi-structured format. Responses were analyzed using Discursive Textual Analysis (DTA). The results indicated two final categories: understandings of the formative potential and limitations of remote teaching and internships, and literacy processes in educational research. Although emergency remote teaching presented significant challenges in basic education, it also provided fundamental insights for teacher training, particularly in the use of technology and the research literacy process.

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Author Biographies

Aparecida de Souza Santos, Federal University of Paraná

Master in Science Education, Mathematics Education and Educational Technologies (PPGECEMTE) from the Federal University of Paraná - Palotina Sector. Bachelor in Biological Sciences from the Federal University of Paraná - Palotina Sector.

Tiago Venturi, Federal University of Paraná

Graduated in Biological Sciences, Master's and PhD in Scientific and Technological Education. Professor in the Department of Education, Teaching and Sciences at the Federal University of Paraná (UFPR).

Eliana Santana Lisbôa, Federal University of Paraná

PhD in Educational Science, specializing in Educational Technology. Professor in the Department of Education, Teaching, and Sciences at the Federal University of Paraná (UFPR).

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Published

2025-12-21

How to Cite

Aparecida de Souza Santos, M., Venturi, T., & Santana Lisbôas, E. (2025). Knowledge, potentialities and deficiencies of/in the remote internship: impacts of the Covid-19 Pandemic on the in Biological Sciences Course. TANGRAM - Revista De Educação Matemática, 8(1), e025055. https://doi.org/10.30612/tangram.v8i1.20431

Issue

Vol. 8 (2025)

Section

EDIÇÃO TEMÁTICA: Impactos da Pandemia na Formação de Professores de Ciências e Matemática: aprendizagens e desafios para a educação superior pública

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