A Residência Pedagógica frente ao ensino remoto: desafios e contribuições

Abstract

Aiming at teacher improvement, the Pedagogical Residency Program (PRP) offers
undergraduate students the opportunity to experience theoretical-practical experiences aimed at
teaching practice. The pandemic context, initiated as a result of COVID-19, involved several
atypical contexts. In education, the teaching-learning process was submitted to new perspectives
and adaptations, and in the midst of social distancing, remote learning gained significant space.
In this bias, the objective of this research was to report and present reflections on the
applicability of activities developed remotely in the PRP linked to the State University of Alagoas
(UNEAL) in partnership with Adriano Jorge State School, both located in the Arapiraca-AL city,
leaving of the following issue: how has the respective program in front of remote teaching
contributed to the acquisition of knowledge and teaching practices? identifying the challenges
and contributions found from the experience of a resident scholarship holder and the tutor
teacher, both linked to the project. The justification for conducting this research came from the
importance that the program has in relation to teacher training, even though it is consolidated in
a context that differs from that experienced in person in schools. For the methodology of this
investigation, descriptive qualitative research was adopted, supported by bibliographic studies.
Based on this experience, it was possible to conclude that, despite being challenging, remote
teaching experienced in RP enabled the acquisition of teaching learning, enabling professional
growth by providing an innovative, critical and reflective look at the relationship established
between student, teacher, teaching and school in pandemic reality.