THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION

Detalhes bibliográficos
Autor(a) principal: Bertolini, Bruna Nayara
Data de Publicação: 2024
Outros Autores: Amaral, Mateus Henrique do, Varani, Adriana
Tipo de documento: preprint
Idioma: por
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/7393
Resumo: This paper discuss the meanings assigned to everyday educational experiences carried out within the subproject for Literacy in the Pedagogical Residency program (PRP), sponsored by Coordination for the Improvement of Higher Education Personnel (CAPES), developed by the Pedagogy program at the University of Campinas during the COVID-19 pandemic. For this, we present the political context of the program as well as the narratives produced from collective interviews with participating teachers-in-training who worked in the subproject in 2020, 2021 and 2022. For the theoretical and methodological framework, our base is the narratives of lived experience and the learned lessons from the research informed by the circulating meanings about the educational paths of these future elementary teachers. The discussion highlights the motivations and expectations regarding the program, the experiences of residents in remote teaching, the dialogues between the program and training in Pedagogy and the conflicts between emergency remote teaching and the in-person return of activities in education schools basic. We discuss the importance of these collective forms of work reported by teachers-in-training for their education and the limitation of the Pedagogical Residency as a program available to a restricted number of undergraduate students in teacher education programs.
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spelling THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATIONEL PROGRAMA DE RESIDENCIA PEDAGÓGICA (CAPES) DESDE LA MIRADA DE LOS ESTUDIANTES: EXPERIENCIAS EN CONTEXTO DE ENSEÑANZA REMOTAO Programa Residência Pedagógica sob o olhar das estudantes: Experiências em contexto remotoFormação de professoresPrograma Residência PedagógicaEnsino remoto emergencialNarrativas de experiências pedagógicasTeacher trainingPedagogical Residency ProgramEmergency remote teachingNarratives of pedagogical experiencesFormación docentePrograma de Residencia PedagógicaEnseñanza remota de emergenciaNarrativas de experiencias pedagógicasThis paper discuss the meanings assigned to everyday educational experiences carried out within the subproject for Literacy in the Pedagogical Residency program (PRP), sponsored by Coordination for the Improvement of Higher Education Personnel (CAPES), developed by the Pedagogy program at the University of Campinas during the COVID-19 pandemic. For this, we present the political context of the program as well as the narratives produced from collective interviews with participating teachers-in-training who worked in the subproject in 2020, 2021 and 2022. For the theoretical and methodological framework, our base is the narratives of lived experience and the learned lessons from the research informed by the circulating meanings about the educational paths of these future elementary teachers. The discussion highlights the motivations and expectations regarding the program, the experiences of residents in remote teaching, the dialogues between the program and training in Pedagogy and the conflicts between emergency remote teaching and the in-person return of activities in education schools basic. We discuss the importance of these collective forms of work reported by teachers-in-training for their education and the limitation of the Pedagogical Residency as a program available to a restricted number of undergraduate students in teacher education programs.El presente estudio discute los significados atribuidos a las experiencias formativas cotidianas, vividas en el contexto de la pandemia del COVID-19, en el subproyecto de alfabetización del Programa de Residencia Pedagógica (PRP), vinculado a la Coordinación para el Perfeccionamiento del Personal de Educación Superior (CAPES), desarrollado en el curso de Pedagogía de la Universidad de Campinas. Con este fin, se presentan las narrativas producidas a partir de entrevistas colectivas con los estudiantes-becarios del programa que trabajaron en el subproyecto en los años 2020, 2021 y 2022, así como el contexto político del programa. Como referencial teórico y metodológico, se asumen las narrativas de la experiencia vivida y la construcción de aprendizajes indicados por los sentidos que circulan sobre las trayectorias formativas de los futuros profesores de educación básica. Así, se esbozan lecturas respecto a las motivaciones y expectativas respecto del programa, las experiencias de los residentes en la enseñanza remota, los diálogos entre el programa y la formación en Pedagogía y las tensiones entre la enseñanza remota y el regreso presencial de las actividades en las escuelas de educación básica. Consideramos la importancia de las formas de acción colectiva destacadas en los reportes para la formación de los estudiantes como profesores y la limitación de la Residencia Pedagógica como programa dirigido a un número restringido de estudiantes de pregrado.O presente estudo discute os sentidos atribuídos às experiências formativas cotidianas, vividas em contexto da pandemia de Covid-19, no subprojeto de Alfabetização do Programa Residência Pedagógica (PRP), vinculado à Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), desenvolvido no curso de Pedagogia da Universidade Estadual de Campinas. Para tanto, apresentam-se o contexto político do referido programa e as narrativas produzidas a partir de entrevistas coletivas com estudantes-bolsistas que atuaram no subprojeto nos anos de 2020 a 2022. Como referencial teórico-metodológico, assumem-se as narrativas de experiência do vivido e a construção de lições indiciadas pelos sentidos em circulação sobre os percursos formativos de futuras professoras da educação básica. Desse modo, são delineadas leituras referentes às motivações e às expectativas em relação ao programa, às experiências das residentes no ensino remoto, aos diálogos entre o PRP e a formação na Pedagogia e às tensões entre o ensino remoto emergencial e o retorno presencial das atividades nas escolas de educação básica. Considera-se a importância das formas coletivas de atuação destacadas nos relatos para a formação das estudantes como professoras e a limitação da Residência Pedagógica enquanto programa destinado a um número restrito de alunos das licenciaturas.SciELO PreprintsSciELO PreprintsSciELO Preprints2024-01-02info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/739310.1590/SciELOPreprints.7393porhttps://preprints.scielo.org/index.php/scielo/article/view/7393/13878Copyright (c) 2024 Bruna Nayara Bertolini, Mateus Henrique do Amaral, Adriana Varanihttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBertolini, Bruna NayaraAmaral, Mateus Henrique doVarani, Adrianareponame:SciELO Preprintsinstname:Scientific Electronic Library Online (SCIELO)instacron:SCI2023-11-18T13:16:39Zoai:ops.preprints.scielo.org:preprint/7393Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2023-11-18T13:16:39SciELO Preprints - Scientific Electronic Library Online (SCIELO)false
dc.title.none.fl_str_mv THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION
EL PROGRAMA DE RESIDENCIA PEDAGÓGICA (CAPES) DESDE LA MIRADA DE LOS ESTUDIANTES: EXPERIENCIAS EN CONTEXTO DE ENSEÑANZA REMOTA
O Programa Residência Pedagógica sob o olhar das estudantes: Experiências em contexto remoto
title THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION
spellingShingle THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION
Bertolini, Bruna Nayara
Formação de professores
Programa Residência Pedagógica
Ensino remoto emergencial
Narrativas de experiências pedagógicas
Teacher training
Pedagogical Residency Program
Emergency remote teaching
Narratives of pedagogical experiences
Formación docente
Programa de Residencia Pedagógica
Enseñanza remota de emergencia
Narrativas de experiencias pedagógicas
title_short THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION
title_full THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION
title_fullStr THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION
title_full_unstemmed THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION
title_sort THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN THE EMERGENCY REMOTE EDUCATION
author Bertolini, Bruna Nayara
author_facet Bertolini, Bruna Nayara
Amaral, Mateus Henrique do
Varani, Adriana
author_role author
author2 Amaral, Mateus Henrique do
Varani, Adriana
author2_role author
author
dc.contributor.author.fl_str_mv Bertolini, Bruna Nayara
Amaral, Mateus Henrique do
Varani, Adriana
dc.subject.por.fl_str_mv Formação de professores
Programa Residência Pedagógica
Ensino remoto emergencial
Narrativas de experiências pedagógicas
Teacher training
Pedagogical Residency Program
Emergency remote teaching
Narratives of pedagogical experiences
Formación docente
Programa de Residencia Pedagógica
Enseñanza remota de emergencia
Narrativas de experiencias pedagógicas
topic Formação de professores
Programa Residência Pedagógica
Ensino remoto emergencial
Narrativas de experiências pedagógicas
Teacher training
Pedagogical Residency Program
Emergency remote teaching
Narratives of pedagogical experiences
Formación docente
Programa de Residencia Pedagógica
Enseñanza remota de emergencia
Narrativas de experiencias pedagógicas
description This paper discuss the meanings assigned to everyday educational experiences carried out within the subproject for Literacy in the Pedagogical Residency program (PRP), sponsored by Coordination for the Improvement of Higher Education Personnel (CAPES), developed by the Pedagogy program at the University of Campinas during the COVID-19 pandemic. For this, we present the political context of the program as well as the narratives produced from collective interviews with participating teachers-in-training who worked in the subproject in 2020, 2021 and 2022. For the theoretical and methodological framework, our base is the narratives of lived experience and the learned lessons from the research informed by the circulating meanings about the educational paths of these future elementary teachers. The discussion highlights the motivations and expectations regarding the program, the experiences of residents in remote teaching, the dialogues between the program and training in Pedagogy and the conflicts between emergency remote teaching and the in-person return of activities in education schools basic. We discuss the importance of these collective forms of work reported by teachers-in-training for their education and the limitation of the Pedagogical Residency as a program available to a restricted number of undergraduate students in teacher education programs.
publishDate 2024
dc.date.none.fl_str_mv 2024-01-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/7393
10.1590/SciELOPreprints.7393
url https://preprints.scielo.org/index.php/scielo/preprint/view/7393
identifier_str_mv 10.1590/SciELOPreprints.7393
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/7393/13878
dc.rights.driver.fl_str_mv Copyright (c) 2024 Bruna Nayara Bertolini, Mateus Henrique do Amaral, Adriana Varani
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Bruna Nayara Bertolini, Mateus Henrique do Amaral, Adriana Varani
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:Scientific Electronic Library Online (SCIELO)
instacron:SCI
instname_str Scientific Electronic Library Online (SCIELO)
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - Scientific Electronic Library Online (SCIELO)
repository.mail.fl_str_mv scielo.submission@scielo.org
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