Programa de residência pedagógica: experiências vivenciadas na formação inicial de professores de química durante o ensino remoto

Abstract

During the COVID-19 pandemic, educational institutions had to reinvent themselves. This occurred by shifting to remote learning through technological resources and printed materials for students that had no access to the internet. As a result, the Pedagogical Residency Program (PRP) underwent adaptations and was developed remotely. This study aimed reflect on the experiences of PRP residents who participated remotely in the Bachelor's degree of Chemistry at the Universidade Federal da Paraíba, Campus II - Areia PB, from October 2020 through March 2022. The research had a qualitative character according to the defined descriptive objective, and in terms of technical procedure, it was characterized as a field study. The research was conducted with the six residents who participated in the PRP and worked at a state school in the city of Areia-PB. To preserve the identity of the residents and organize the descriptions, they were identified by the following scientists’ names: Ada, Anna, Dalton, Gertrude, Marie, and Nise. Data was acquired through individual conversations with participating residents, based on guiding questions related to their experiences in the PRP. These conversations took place in person at the Universidade Federal da Paraíba, Campus II - Areia PB. The results were analyzed through discourse textual analysis. We could observe that despite all the difficulties, the residents were able to overcome them and adapt to this new teaching modality. According to the residents participating in the PRP, although activities were taken remotely, it was of great importance for their professional development as teachers, as it provided a opportunity to experience the classroom through different teaching practices using technological resources such as apps, simulation programs, and digital platforms, which promoted ability and skills to deal with situations faced in diverse educational contexts.