Avaliação dos programas PIBID e RP nos Campus I e II da UFPB: um estudo sobre seu desenvolvimento em períodos remotos

Abstract

Teacher training involves a series of disciplines that deal with theory and practice in the intended area, however, in the undergraduate disciplines, there are few opportunities for the undergraduate to advance beyond the walls of the university, this activity being restricted to supervised internships. In view of the need for a deeper contact with teaching practice, the Institutional Program for Teaching Initiation Scholarships (PIBID) was created and later the Pedagogical Residency Program (RP) was created, where the first is aimed at undergraduate students undergoing training in the first half of the course and the second to students in the final half of the course. Several works demonstrate the importance of such programs and their effects on teacher education. The advent of the COVID-19 Pandemic affected practically all fields of social life, and the educational area was no different, as students and teachers were placed overnight in a remote teaching model, not usual for large. most, and in many cases, without prior planning. In light of the above, the objective of this work, understanding the relevance of the PIBID and RP Programs, was to assess the consequences that the changes caused by the pandemic caused to the scholarship students of the programs, within the scope of the Federal University of Paraíba on Campus I - João Pessoa and Campus II – Areia and how these changes affected the work of these students. A semi-structured questionnaire was applied to twenty-one students from the PIBID and RP programs on Campus I and II of UFPB. The questionnaire was composed of five sections that dealt with the participating student, the PIBID and RP and its development, the relationship with supervisory professors, the relationship with area coordinator professors and the development of activities during the period of remote classes. Based on the analysis of the responses obtained from the questionnaires, we can infer that the PIBID and RP training programs are considered to be of great importance in the professional construction of these students. The period of remote classes brought scholarship holders a series of challenges. As positive points, we can highlight the greater knowledge of digital resources and the production of interactive content for the internet. As negative points, we can highlight the impossibility of knowing the daily life of the school in a broader way, limited to contact via screens and the absence of building closer and more affective interactions with other actors in the educational process.