Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA

Abstract

Teacher training is seen as a foundation for the construction of the future teacher, so we can see the importance that this articulation between theory and practice has in this first contact of their training, because from the first years of graduation, students will perceive the possible scenario and the reality of your future profession. Thus, to contribute to the appreciation and quality training of teachers, in 2017 the Ministry of Education (MEC) established the Pedagogical Residency Program (PRP), financed by the Coordination for the Improvement of Higher Education Personnel (CAPES), with the aim of objective to stimulate the articulation between theory and practice, in the training of teachers for basic education. As a result of the COVID19 pandemic, in 2020 and 2021, educators had the need to adopt remote teaching, the main means of transmitting knowledge, as face-to-face meetings in schools were suspended for reasons of safety and zeal for health. The present study aimed to investigate how the development of the PRP activities of the Biology, Physical Education, Geography and Letters subprojects of the University Campus of Araguaia/ UFMT occurred during remote teaching, as well as to identify the methodological strategies, and what were the main difficulties , and finally to investigate the main contributions that participation in the PRP brought to residents. Through a descriptive and exploratory study, data collection was carried out during the second half of 2021, during the activities developed by the PRP. For the regencies, most residents used online platforms to conduct synchronous and/or asynchronous classes. During the synchronous classes, residents reported that there was low student participation (5 to 10) and little interaction. In remote teaching, for conducting activities, not only synchronous and asynchronous classes were carried out, but also the preparation of handouts (especially for students who did not have access to the internet), preparation and correction of tests and exercises, doubt shifts, development of extracurricular projects, among others. Among the main difficulties reported, the majority reported low student participation, difficulties in producing and editing videos, planning practical classes and more motivating classes. Even with the difficulties faced by residents during remote teaching, the results were positive, providing greater experience and skills with ICTs and personal and professional growth.