Programa Residência Pedagógica do Centro de Ciências Exatas e da Natureza da Universidade Federal da Paraíba em um contexto de ensino remoto

Abstract

In 2020, the COVID-19 pandemic affected several social sectors, including school institutions, which had their in-person classes suspended. Thus, remote learning was adopted to continue with the school year, and with that, the undergraduates participating in the Pedagogical Residency Program also had to adapt. In this context, the main objective of this research was to know the teaching methodologies and technological tools that were used by residents of the Center for Exact Sciences and Nature in their educational practice in remote education. This research presents a quali-quantitative approach, outlined through bibliographical research, and supported by the descriptive method. Data were collected through a questionnaire sent via e-mail by Google forms to the target audience of the research, who were residents of degrees at the Center for Exact Sciences and Nature of the Federal University of Paraíba (UFPB), Campus I. The analysis and interpretation of these data were performed through content analysis. The results indicate that the vast majority of residents have a negative perception of remote learning, which is justified by their experience as residents in the school-field and added to their experience as students at UFPB. Regarding active methodologies and technological tools, most residents consider it as something positive, and highlight its contribution to the teaching-learning process, regardless of the current teaching model. In this sense, most residents indicated that they had not received any training dedicated to active methodologies and technological tools during their graduation, however, during the Pedagogical Residency they reported that they did, and that they used them during the regency in the field-school. The technological tools that stood out among residents were interactive platforms and virtual educational games; problem-based learning and the inverted classroom were the active methodologies that stood out. They were used in different ways, from the exposure of content and evaluation, in synchronous and asynchronous moments, and in the development of active learning. Most residents pointed out as satisfactory the performance of students from the field-school while using active methodologies and technological tools in remote education, furthermore, they pointed out that their use made a difference in this teaching modality. Thus, it was noted that even with difficulties, remote teaching allowed the continuation of the school year, and supported by active methodologies and technological tools, it was possible to develop educational practice. However, it was evident the lack of training in relation to active methodologies and technological tools for graduates of the Center for Exact Sciences and Nature, which is worrying given its importance. However, the fundamental role that the Pedagogical Residency Program plays in the initial teacher education was highlighted, as it enables the expansion of the skills of its participants.