Formação de bolsistas na pandemia: o que as cartas de um projeto têm a (nos) dizer?

Abstract

In times of Covid-19, the world stopped for questions related to measures to prevent intense contagion. With that, to try to maintain some communication, both teachers and students began to use digital social networks and online teaching resources more frequently, due to the need not to stop academic activities, in schools and universities. Therefore, amid the many challenges brought about by Emergency Remote Teaching, the project “Science Teaching today: what does the BNCC [Common National Curriculum Base] tell (us)?”, an interdisciplinary and inter-institutional partnership between teachers from public educational institutions, from North and Northeast of Brazil, with teaching, research, and extension activities. From our participation in that project, the present research emerged that brings as a starting question: how does the participation of undergraduate scholarship holders in a university project during the Covid-19 pandemic? To get closer to the problem we have formulated, we set out to know the formative experiences of undergraduate scholarship holders, during their participation in a university teaching, research and extension project carried out during the Covid-19 pandemic. From the methodological point of view, this is exploratory qualitative research, in which we carried out the document analysis of letters written by undergraduate scholarship holders who worked on the project, based on the interpretive paradigm. As the main results of the research, we emphasize that the participation of fellows in the project was a significant and exciting experience, as it allowed them to meet people, study about the BNCC, problematize Science Teaching and learn about the planning and evaluation of educational processes, as who performed readings of theoretical texts, participated in live-classes, and entered conversation circles. It also made it possible to share experiences, feed affections, develop professional autonomy and build arguments that supported opinions, through sharing and collective construction that took place in the various actions developed. It was also an opportunity to broaden the training they received in undergraduate courses, especially regarding the problematization of Science Teaching proposed at the BNCC.