Pedagogical Residency Program Research Articles

Technological pedagogical content knowledge mobilized by residents when using applications in science teaching practice

Technologies and the benefits of digital resources became a mandatory part of the school with the arrival of the Common National Curriculum Base (BNCC). This question led to the development of research in the Graduate Program in Education (PPGEd) from Federal University of Piauí (UFPI), with the general objective of analyzing how do residents from the Nature Sciences area, at Federal University of Piauí, use mobile applications in teaching practice to integrate the Technological Pedagogical and Content Knowledge. The research is characterized as a qualitative approach, specifically, as an action-research case study according Moreira (2011). Undergraduate six students from the Licentiate Degree in Natural Sciences and residents from the Pedagogical Residency Program. To make data production, we used online questionnaires and collective interview techniques. The data was organized into thematic units, and the analyzis of the research data is presented based on elements of Bardin's content analysis (2011) and the interpretation from the point of view of dialectical hermeneutics. The research results point to evidence of the mobilization of TPACK by residents when using the application in educational practice.

A study on the identity of teacher educators: traits revealed by a Mathematics preceptor of the Pedagogical Residency Program

This study presents partial results of the repercussions of the performance of a mathematics preceptor in the Pedagogical Residency Program (PRP). For this, we chose to use semi-structured interviews as an instrument of data production. After transcription, the analysis was performed in light of the characterization of the professional identity of the teacher who teaches mathematics, proposed by our main theoretical reference. It was found that participation in the PRP enabled the school teacher to play a new role (preceptor), which mobilized a shift towards the constitution of their identity as a teacher educator.

The application of thematic workshops for chemistry teaching during the pandemic

Implementing remote teaching as a way to continue activities during the pandemic has boosted the use of active methodologies for teaching chemistry, with an emphasis on thematic workshops. The aim of this work is to analyze the use of thematic workshops developed in interventions in the Pedagogical Residency Program with high school/technical students. This is qualitative, bibliographical research with a case study, where the contributions of the thematic workshops for teaching and learning chemistry are presented. Despite the effectiveness of the methodology, there are still disparities regarding the scope of the use of didactic resources mediated by information and communication technologies. The study suggests that contact between teacher and student is essential for the success of the methodology.

EXPERIENCE REPORT ON THE ACTIVITIES DEVELOPED DURING THE PEDAGOGICAL RESIDENCE PROGRAM WITH EMPHASIS ON THE PROJECT DEVELOPED DURING THIS COURSE

The present work aimed to describe the experiences acquired during the Pedagogical Residency Program, highlighting the actions carried out in the development of the project. The methodology is based on a qualitative, descriptive and exploratory approach, using writing as the articulating axis for the production of this research. In summary, the results show us how demanding the moment of the pandemic and remote teaching was, since the teacher had to adapt to deal with the difficulties that the covid-19 pandemic taught. Considering the difficulties encountered in distance learning during this atypical period, the use of technological resources was of paramount importance and became the only alternative for us to continue the training process, the regency during the Pedagogical Residency also took place virtually, and a one of the main problems we observed in this was the evasion of students in the virtual classroom, in view of this scenario, we created a project entitled: the reflection of the pandemic in the socio-emotional and school demotivation: a look of students and teachers in the face of the adversities of remote teaching, soon , it was possible to observe the real reason for evasion during remote classes, thinking about it, we decided to carry out activities about the motivation of these students, with that, we held lectures with themes directed to these issues present in remote teaching. Through the facts mentioned above, the importance of these meetings is perceived, since necessary topics were worked with students in the face of the pandemic context, since this project was aimed at mitigating the impacts caused in the educational environment.

LICENSEE’S PERCEPTION IN THE INTRODUCTION OF THE PEDAGOGIA RESIDENCE PROGRAM IN THEIR TRAINING AT THE FACULTY OF EDUCATION OF CRATEÚS

The main objective of this work is to analyze the perceptions that the members of the Pedagogical Residency Program have in relation to the program in which they are linked. The work deals with a bibliographical research which emphasizes important points of the professional teaching career, such as the importance of the Pedagogical Residency program in the lives of undergraduates, theory in relation to practice, a brief summary of the history of the formation of initial teachers and the job market for teachers. In order to carry out this monographic work, a qualitative research was carried out through Google forms, in which eleven fellows from the group of undergraduate students of the Chemistry course at the Faculty of Education of Crateús participated, the research had five questions in which all were about obligatory objective questions. As a result, it can be concluded that the program is very important in the lives of future teachers, mainly because it allows teachers to have a broad view of what their chosen profession really is.

Hora da diversão: jogos como ferramenta na alfabetização pós isolamento social pandêmico na Amazônia Amapaense

The present report aims to present the experiences acquired from the Pedagogical Residency program, which, in turn, aims to stimulate and improve pedagogical practices in undergraduate courses, providing academic access to Basic Education. In this sense, this work presents the experiences acquired with the use of games as a tool to teach children who had losses in the process of acquiring the alphabetic system, reading and writing, as a result of the social isolation of COVID-19, which caused the withdrawal in person. from school. After a diagnostic activity, there was a need to seek an effective methodological tool that could significantly contribute to the advancement of these children's literacy. The report brings authors such as: Ferreiro and Teberosk (1985), Soares (2009), Kishimoto (1993), Piaget (1975) and Vygotsky (1991), to discuss the topic. The games were used in a 3rd year class of Elementary School - Anos Iniciais, achieving literacy success of almost 100% of the class.

Aplicação da sequência didática em uma microaula sobre Revolução Russa para o Ensino Fundamental

This article is the result of a microclass experience, carried out for students of the 9th year of elementary school, from the José Bezerra da Silva Municipal School, located in the Municipality of Delmiro Gouveia - AL. Contact with basic education students took place through the Pedagogical Residency Program, which provided us with this stage different from the other models offered to History undergraduates. With the advent of the COVID-19 pandemic, Brazilian schools have adopted remote teaching with the use of technological resources as an alternative so that students do not fail to receive the necessary knowledge for their personal development. In our microclass we approach the subject of the Russian Revolution, with the aim of stimulating critical reflection, inducing thinking about the remarkable events that happened at the time and their influences on the geopolitical organization of contemporaneity. We found that elementary school students, even with so many problems regarding connection and inadequate devices to attend classes, did not stop studying or participating on the days and times scheduled. Thus, we were successful in attracting students' attention in front of a computer or cell phone, where this was one of the biggest challenges faced by teachers at this time of pandemic.

A Residência Pedagógica frente ao ensino remoto: desafios e contribuições

Aiming at teacher improvement, the Pedagogical Residency Program (PRP) offersundergraduate students the opportunity to experience theoretical-practical experiences aimed atteaching practice. The pandemic context, initiated as a result of COVID-19, involved severalatypical contexts. In education, the teaching-learning process was submitted to new perspectivesand adaptations, and in the midst of social distancing, remote learning gained significant space.In this bias, the objective of this research was to report and present reflections on theapplicability of activities developed remotely in the PRP linked to the State University of Alagoas(UNEAL) in partnership with Adriano Jorge State School, both located in the Arapiraca-AL city,leaving of the following issue: how has the respective program in front of remote teachingcontributed to the acquisition of knowledge and teaching practices? identifying the challengesand contributions found from the experience of a resident scholarship holder and the tutorteacher, both linked to the project. The justification for conducting this research came from theimportance that the program has in relation to teacher training, even though it is consolidated ina context that differs from that experienced in person in schools. For the methodology of thisinvestigation, descriptive qualitative research was adopted, supported by bibliographic studies.Based on this experience, it was possible to conclude that, despite being challenging, remoteteaching experienced in RP enabled the acquisition of teaching learning, enabling professionalgrowth by providing an innovative, critical and reflective look at the relationship establishedbetween student, teacher, teaching and school in pandemic reality.

Residência pedagógica e sua contribuição na formação docente:

The present work is characterized as a report based on experience and reflection on the development of the relationship between theory and practice, which proves to be a necessary foundation for the training of future education professionals. Thus, it aims to describe the experience and activities carried out in the Pedagogical Residency Program by the State University of Alagoas (UNEAL), coordinated by CAPES, in a public school in Canafístula de Frei Damião/AL, in the 1st grade classes. year “A” and “B” of high school. In this way, it presents all the development of the classes in the chemistry discipline that took place remotely due to the covid-19. Despite the challenges faced, the results were positive. Therefore, the residency contributed to academic training by providing tools and methodologies that enabled residents to have a secure view and concrete contact with the teaching profession. Keywords: Pedagogical Residency; Initial formation; teaching profession.

Ações pedagógicas promovidas por residentes de Geografia no ensino remoto: o uso de ferramentas digitais

The Pedagogical Residency Program is one of the actions that are part of the National Teacher Training Policy and aims to induce the improvement of practical training in undergraduate courses, promoting the immersion of graduates in primary education schools, from the second half of its course. The study aimed to report the experience of three students of the Full Degree course in Geography of the State University of Piauí-Torquato Neto campus in Teresina-Pi, during their participation in the first module of the Pedagogical Residency Program in a public school that operates in the EJA modality. The experience in the program contributed to a critical focus on the initiation of teachers in the face of the new reality of remote teaching imposed by the Covid-19 pandemic. Thus, residents were able to reconcile pedagogical theory with teaching practice and experience experiences and challenges of Brazilian education professionals.

Aula prática sobre compostagem no ensino remoto emergencial: um relato de experiência

The pandemic caused by COVID-19 made social isolation necessary. Therefore classroom lessons were canceled and the emergency remote teaching was started. In this scenario practical laboratory classes were suspended, in many cases due to the difficulty of carrying them out at a distance. We are aware of the importance that practical classes have for effective learning, where students are able to visualize the phenomena in a concrete way and relate them to the reality in which they are inserted. The present work aimed to report the experience of teaching an online practical class on composting, for the 1st year class of an integrated technical course in Agriculture. The subject in question provides the students with a practical understanding of the importance of recycling organic wastes, as well as promoting effective environmental education in the high school context. For this an introductory class on the subject was given and then a class, showing the necessary steps to make a compost bin. The composting experiment was carried out by students participating at the Pedagogical Residency Program, CAPES. The participation of students and interest in the topic were observed, however many students were not present, due to technological problems or the need to work. This made it impossible to analyze the practice with the whole class, and highlighted some problems generated by the pandemic in education. It was concluded that the practical class on composting contributed significantly to teacher training.

O contágio devastador do vírus SARS-COV-2 e o contágio transformador dos TSURUS

Welcome to this house/address/residence constituted by affection and enchantment. Upon entering the experience narrated by this writing, we invite you to know the contributions of the Pedagogical Residency Program (RP) to teacher training during the implementation of the Literacy and Arts subproject developed at a Federal University XX. The purpose of the text is to share moments that transformed the chaotic context caused by the SARS-COV-19 contagion into hope. If a virus prevented physical permanence in classrooms, the tactic was to contaminate virtual environments. For this, a collective practice was proposed between university, school, and the students' families, in which writing, and aesthetics were intertwined. TSURU's origami, a character from Japanese culture, was chosen to represent the Tokyo/2021 Olympic Games and symbolize the sacred bird of health, luck, happiness, longevity, and fortune. The legend says that if a community folds a thousand birds, the gods grant their deepest wish. Thus, the residents' planning, in a new movement of collective contagion, was shared among the other 27 classes, comprising a total of 566 students, in order to outline the collective goal. The analysis of the results of the activity demonstrates the power of the Pedagogical Residency for initial and complementary training of academics by providing partnerships between teachers, students, and family members. We envision an experience that transcends school and university walls and/or computer screens, breaking with a fragmented pedagogical practice.  

O programa residência pedagógica como momento de aprendizagem docente: desafios e possibilidades

The present study aimed to identify the possibilities and the weaknesses in relation to the teaching learning of the students of the Degree Course in Biological Sciences of the Pedagogical Residency Program (PR) of the IF Goiano. This research is characterized as a qualitative approach research; the data for the study were collected by means of a questionnaire applied via Google Forms, composed of 29 open and closed questions. The questionnaire was sent to all the undergraduates of the IF Goiano, and in this text we analyse the narratives of only the undergraduates in Biological Sciences. The results indicate situations that favor teaching learning, however, weaknesses are also identified. About possibilities, undergraduates highlight the contact with the school environment and contributions of the preceptor teacher. Regarding the weaknesses, the following problems were observed: high workload of regency and difficulty of undergraduates to insert themselves in situations of school management. Therefore, it is inferred that the program provides the participating undergraduates the real contact with their future work environment, an important factor for teaching learning, however, weaknesses were identified, which makes it necessary strategies within the program in order to overcome the weaknesses and enhance the possibilities.

Planning of training spaces and the mobilization of Didactic-Mathematical Knowledge: a look at the Pedagogical Residency Program

This article aims to present a discussion about the planning of formative spaces that focus on the initiation to teaching, since these can provide the mobilization of knowledge and, in particular, of Mathematical-Didactic Knowledge (CDM). To this end, we chose the Pedagogical Residency Program (PRP), as a Public Policy managed by the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES/BRASIL) as a training context to base our reflections. The reflections are anchored in the structure proposed by CAPES for the implementation of PRP and in the composition of modules (Environment, semi-structured observation and regency) supporting, theoretically, in the discussions about the teaching initiation process and in the Ontosemiotic Approach - EOS, in particular, the discussions related to the Didactic Adequacy Criteria.

Teacher Training Policy: state of the art on the Pedagogical Residency Program from 2018 to 2020

The present study performs a diagnosis of the scientific productions in Brazil about the Pedagogical Residency Program (PRP), from 2018 to 2020, in the repositories CAPES Periodicals and BDTD. Three dissertations and 41 articles were found. The results showed that the contributions of the program in initial training, the experiences of pedagogical practice and the studies relating the supervised internship and the PRP were the most recurrent themes in the analyzed publications. It is possible to conclude that the program has contributed to initial and continuing teacher education from a critical and reflective perspective of pedagogical practice, highlighting the importance of the collaborative process in the dialogue between university and school, and the articulation between theory and practice. On the other hand, it also presents the concern with the implementation of the program in terms of curriculum guidelines aligned to the BNCC, the overvaluation of practice and the permanence of effective public policies for training.

"É preciso ver?": práticas de ensino inclusivas na Educação Física escolar

O presente trabalho se caracteriza como um relato de experiência proveniente da imersão docente de Residentes do Programa Residência Pedagógica (RP) -UFMG. Tem como objetivo apresentar a organização de um projeto de ensino, nomeado “É preciso ver?”, e suas estratégias de inclusão para uma turma de 9º ano de Ensino Fundamental de uma escola pública da rede municipal da Prefeitura de Belo Horizonte. Inicialmente se apresenta o contexto em que se deu a elaboração do projeto. Depois, o percurso metodológico e de planejamento do projeto de ensino. Por fim, se reflete e relata três ações inclusivas, a saber: a) estratégia diagnóstica; b) estratégia de ensino; e c) estratégia avaliativa. Essas, lançam luzes às possibilidades de práticas inclusivas na Educação Física escolar construída por meio de uma demanda de ensino proposta aos Residentes no fim do programa.

O Esporte na Natureza e a Sistematização das Práticas de Aventura na Educação Física Escolar

The formative processes of Brazilian physical education teachers address the bodily practices of adventure in some initial and continuing teacher education courses. In this article, we investigated the theme in the context of the physical education degree course at the Federal University of Ceará, in northeastern Brazil, with students who participated in the pedagogical residency program. The objective is to identify how adventure bodily practices are associated with sports, as a cultural element, and the environmental themes from the lesson plans prepared by scholarship students from the pedagogical residency program in physical education. The methodology is guided by the qualitative research approach, with descriptive characteristics, and theoretically subsidized by a thematic convergence proposal, based on the survey of 17 lesson plans that addressed the systematization of adventure bodily practices. We identified five adventure sports for elementary and high school, with predominance, respectively, of skateboarding, parkour, slackline, surfing and paintball in the theme of the classes. As a result, we found that the proposal can guide teachers when planning their classes regarding adventure practices, adding different perspectives in the theoretical and methodological field of physical education. The findings allowed us to understand, foremost, the convergence between adventure practices and the environmental demands.

INTERPRETANDO A DIVERSIDADE CLIMÁTICA DO ACRE ATRAVÉS DA LEITURA DE CLIMOGRAMAS

The climate is one of the most significant contents for teaching Geography, as it is linked to the natural conditions of different places and directly affects human activities. This research is derived from practical activities carried out in the Pedagogical Residency Program of the Federal University of Acre – Subproject Degree in Geography. From this teaching initiation program, there was a need to understand the climatic diversity of the municipalities of Acre through the production of graphics called climograms. The methodology used was to extract information on average temperature in degrees Celsius and precipitation available on Climate-Data.org. The data were transported to the EXCEL software and converted into climograms representing the three subtypes of the Equatorial climate that affect the Acre territory. From these graphs, the specifics of the climate in this Amazonian state were observed, understanding temperature fluctuations and periods of greater precipitation and drought.

Residência Pedagógica: entre convergências e disputas o campo da Formação de Professores

O trabalho discute o Programa de Residência Pedagógica (PRP) como uma política educacional de formação de professores. A análise identifica o PRP como prática formativa que toma de empréstimo o princípio da imersão do licenciando no futuro contexto de trabalho. Ao problematizar a emergência do PRP como política pública, delineada sobretudo no pós-golpe de 2016, considera que ela exprime a disputa sociopolítica e educacional em torno das práticas de formação de professores, evidenciando tendência das políticas neoliberais de imposição de orientações curriculares, a exemplo do que ocorre com a BNCC da Educação Básica. Argumenta-se que é isso que se sucede com o PRP em relação ao Pibid e ao Estágio Supervisionado, gerando sobreposição e fragmentação que tende a acentuar a dicotomização teoria e prática na formação inicial.

Programa de Residência Pedagógica: conexões entre a formação docente e a Educação Básica

O artigo tem como objetivo problematizar e analisar as possíveis conexões promovidas pelo Programa de Residência Pedagógica (PRP) com a Educação Básica, considerando a formação inicial, a relação entre as instituições formadoras e a inserção dos licenciandos nas escolas. Como objeto de estudo, foram consideradas as experiências dos próprios autores, participantes do programa e docentes dos cursos de Geografia e de Pedagogia de uma instituição pública estadual de ensino superior. Documentos oficiais, institucionais e relatórios constituem os dados coletados. Os resultados do estudo demonstram que o PRP intensificou as relações com as escolas e a participação das professoras preceptoras possibilitou aos residentes uma contínua e ampliada convivência com o contexto escolar, aprimorando o processo formativo e fomentando a relação teoria e prática. O trabalho desencadeou uma série de problematizações quanto ao formato e abrangência do programa como uma política de formação docente.
 PALAVRAS-CHAVE: Formação Docente. Programa de Residência Pedagógica. Relação Universidade e Escola.