Programa residência pedagógica: implicações na formação do professor no ensino remoto

Abstract

The professional qualification of teachers in Brazil passed through many reformulations, to fit in the education context front of sociopolitical mutations, it aims to perfect the teacher pratical and brings improvements to the education sistem. However, the curricular organization and disciplines of supervised internships do not always fill the blanks of the career. In this context, the currently Mathematcs Final Paper of “Instituto de Ciências Exatas e Naturais do Pontal (ICENP)”, from Universidade Federal de Uberlândia (UFU), emcompasses the “Programa da Residência Pedagógica (PRP)”, for the reason that program makes part of the National Teacher Qualification Policy, during at the year of 2020 the classrooms have been replaced by eletronics devices due to the pandemic of Covid-19. After this point, the degree course asks if those activities carried out remotely by the residents subscribed in the UFU- Campus Pontal interdisciplinary subproject, during 2020 and 2022, indeed cooperate to the teacher qualification in response the tender protocol CAPES/PRP n° 01/2020 because of the institutional Project was planned to be in person. Regarding, the objetictive was to analyze the reports prepared by residentes and delivered to CAPES, and to understand the general goal , it was developed the following objectives:a) understand the proposal of the tender protocol CAPES/PRP n° 01/2020; (b) knowing the actions developed by the residents; (c) understand the scenario of the Mathematics/Physics/Chemistry Interdisciplinary Nucleus of ICENP/UFU. To achieve the proposed objectives and answer the guiding question, a qualitative methodology based on the document analysis procedure was used. This analysis was supported by three axes: (i) Conceptions of the Institutional Project from the PRP; (ii) Training of Teachers from the actions developed in the PRP; and (iii) Enhancement and challenge of residents' actions for the development of skills and competences. Thus, the quality of Basic Education is related to the quality of teacher qualification. Since the university and supervised internships do not fully meet the needs of the challenges of being a teacher, there is participation in initial teacher training programs, such as the Pedagogical Residency Program. It is noticed that, with the pandemic, the actions carried out during the program were readjusted to the remote format, directly impacting the training of residents. Some skills and competences were not fully developed, however, the organization of learning, management of online activities, differentiation and the use of technology were contemplated. Therefore, it is concluded that, despite the challenges, the Pedagogical Residency Program has an impact on the academic and professional training of residents and contributes to improving the quality of training of future educators.