ABSTRACT
This article addresses the supervised internship in undergraduate teacher training courses in the context of COVID-19. To this component of the courses' pedagogical projects are assigned a mandatory workload and the concept of professionalization. The social functions of the teacher in initial training forge their future professional practice, which are carried out in the set of teaching, research and extension practices. The mandatory curricular internship, in the emphasis of teaching, is configured in the exercise of teaching in Basic education. Thus, reflections on its realization as remote teaching are proposed. This is an article resulting from the reflections as teachers of undergraduate teacher training courses and the analysis of the proposal for curricular reorganization from 2002 until the current adoption of remote education in both Basic and Higher Education. As a result, virtual ethnography is presented as one of the curricular compositions that preserve the supervised internship as a component of teaching.