Without social networks, without ties of any kind between people, society dies. It is from this perspective that I try to understand the Mandatory Supervisory Internship in our course.

“I believe that we have been living an atypical situation for our time. The isolation and reclusion of people in their homes directly affected, as expected, the area of ​​Education in Brazil. This context led us to an inevitable and mandatory practice, in the school and university environment, through educational technologies and their endless possibilities, until then, understood between extremes: dread to some and fixation to others. If in the professional educational context, in general, there were doubts, fears and hesitations about the use of technological resources, the confinement of people could not be a greater motivation. Mainly because education actors, within and outside educational institutions, faced the obligation, in order to avoid breaking social bonds and maintaining the networked relationships that move our society, even if virtually. Without social networks, without ties of any kind between people, society dies. It is from this perspective that I try to understand the Mandatory Supervisory Internship in our course, which, fortunately or unfortunately (I still cannot tell), it was up to me to coordinate. Challenge is certainly a more appropriate term. In addition, in the recent days, especially after the cooperation between the other coordinators of the other degrees from the Apucarana campus, the Internship in the remote molds ended up proving to be a source of creativity both for those who coordinate the activities and for the interns who are passing for this opportunity to experience teaching from another angle”.

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“We have not yet properly initiated the network of socio-educational relationships to be provided by the remote practice. However, I can explain, in a brief summary, that there will be an immersion in creating video classes, and the professional posture that this media requires; ‘participation’ in virtual classroom communities and the expectation of the type of relationships ‘there’ established and, more generally, a look at the educational management of the state of Paraná and how it has been organized in the virtual world. Finally, by no means do I think we missed out on something by developing the remote stage. New forms of partnership between SEED-School-Internship at IEES, greater accountability between the parties, are attitudes that seem to emerge in this initial phase.”