Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Tipo de documento: | Trabalho de conclusão de curso |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Monografias da UFMT |
Texto Completo: | http://bdm.ufmt.br/handle/1/2319 |
Resumo: | Teacher training is seen as a foundation for the construction of the future teacher, so we can see the importance that this articulation between theory and practice has in this first contact of their training, because from the first years of graduation, students will perceive the possible scenario and the reality of your future profession. Thus, to contribute to the appreciation and quality training of teachers, in 2017 the Ministry of Education (MEC) established the Pedagogical Residency Program (PRP), financed by the Coordination for the Improvement of Higher Education Personnel (CAPES), with the aim of objective to stimulate the articulation between theory and practice, in the training of teachers for basic education. As a result of the COVID19 pandemic, in 2020 and 2021, educators had the need to adopt remote teaching, the main means of transmitting knowledge, as face-to-face meetings in schools were suspended for reasons of safety and zeal for health. The present study aimed to investigate how the development of the PRP activities of the Biology, Physical Education, Geography and Letters subprojects of the University Campus of Araguaia/ UFMT occurred during remote teaching, as well as to identify the methodological strategies, and what were the main difficulties , and finally to investigate the main contributions that participation in the PRP brought to residents. Through a descriptive and exploratory study, data collection was carried out during the second half of 2021, during the activities developed by the PRP. For the regencies, most residents used online platforms to conduct synchronous and/or asynchronous classes. During the synchronous classes, residents reported that there was low student participation (5 to 10) and little interaction. In remote teaching, for conducting activities, not only synchronous and asynchronous classes were carried out, but also the preparation of handouts (especially for students who did not have access to the internet), preparation and correction of tests and exercises, doubt shifts, development of extracurricular projects, among others. Among the main difficulties reported, the majority reported low student participation, difficulties in producing and editing videos, planning practical classes and more motivating classes. Even with the difficulties faced by residents during remote teaching, the results were positive, providing greater experience and skills with ICTs and personal and professional growth. |
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Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUACNPQ::CIENCIAS BIOLOGICASResidência PedagógicaEnsino RemotoFormação de professoresPedagogical Residence ProgramRemote TeachingTeacher TrainingTeacher training is seen as a foundation for the construction of the future teacher, so we can see the importance that this articulation between theory and practice has in this first contact of their training, because from the first years of graduation, students will perceive the possible scenario and the reality of your future profession. Thus, to contribute to the appreciation and quality training of teachers, in 2017 the Ministry of Education (MEC) established the Pedagogical Residency Program (PRP), financed by the Coordination for the Improvement of Higher Education Personnel (CAPES), with the aim of objective to stimulate the articulation between theory and practice, in the training of teachers for basic education. As a result of the COVID19 pandemic, in 2020 and 2021, educators had the need to adopt remote teaching, the main means of transmitting knowledge, as face-to-face meetings in schools were suspended for reasons of safety and zeal for health. The present study aimed to investigate how the development of the PRP activities of the Biology, Physical Education, Geography and Letters subprojects of the University Campus of Araguaia/ UFMT occurred during remote teaching, as well as to identify the methodological strategies, and what were the main difficulties , and finally to investigate the main contributions that participation in the PRP brought to residents. Through a descriptive and exploratory study, data collection was carried out during the second half of 2021, during the activities developed by the PRP. For the regencies, most residents used online platforms to conduct synchronous and/or asynchronous classes. During the synchronous classes, residents reported that there was low student participation (5 to 10) and little interaction. In remote teaching, for conducting activities, not only synchronous and asynchronous classes were carried out, but also the preparation of handouts (especially for students who did not have access to the internet), preparation and correction of tests and exercises, doubt shifts, development of extracurricular projects, among others. Among the main difficulties reported, the majority reported low student participation, difficulties in producing and editing videos, planning practical classes and more motivating classes. Even with the difficulties faced by residents during remote teaching, the results were positive, providing greater experience and skills with ICTs and personal and professional growth.A formação de professores é vista como alicerce para construção do futuro docente, percebe-se então a importância que essa articulação entre teoria e prática possui nesse primeiro contato de sua formação, desde os primeiros anos de graduação os discentes perceberão o possível cenário e a realidade da sua futura profissão. Desse modo, para contribuir com a valorização e a formação de qualidade dos professores, em 2017 o Ministério da Educação (MEC) instituiu o Programa Residência Pedagógica (PRP), financiado pela Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES), tendo como objetivo estimular a articulação entre teoria e prática, na formação de professores para a educação básica. Em decorrência da pandemia de COVID-19, nos anos de 2020 e 2021 os educadores tiveram a necessidade de adotar o ensino remoto, principal meio de transmissão de conhecimento, pois os encontros presenciais nas escolas foram suspensos por questões de segurança e zelo pela saúde. O presente estudo visou investigar como ocorreu o desenvolvimento das atividades do PRP dos subprojetos de Biologia, Educação Fisica, Geografia e Letras do Campus Universitário do Araguaia/ UFMT durante o ensino remoto, bem como identificar quais as estratégias metodológicas, e quais foram as principais dificuldades, e por fim investigar as principais contribuições que a participação no PRP trouxe aos residentes. Por meio de um estudo descritivo e exploratório, a coleta de dados foi realizada durante o segundo semestre de 2021, no decorrer das atividades desenvolvidas pelo PRP. Para as regências, a maioria dos residentes utilizou-se de plataformas online para a realização de aulas síncronas e/ou assíncronas. Durante as aulas síncronas, os residentes relataram que houve baixa participação de estudantes (5 a 10) e pouca interação. No ensino remoto, para as atividades de regências foram realizadas não só aulas síncronas e assíncronas, mas também elaboração de apostilas (principalmente para os estudantes que não tinham acesso à internet), elaboração e correção de provas e exercícios, plantões de dúvidas, desenvolvimento de projetos extracurriculares, entre outras. Dentre as principais dificuldades relatadas, a maioria reportou a baixa participação dos estudantes, dificuldades em produzir e editar vídeos, planejar aulas práticas e aulas mais motivadoras. Mesmo com as dificuldades enfrentadas pelos residentes durante o ensino remoto, os resultados foram positivos, proporcionando maior experiência e habilidades com as TICs e crescimento pessoal e profissional.Universidade Federal de Mato GrossoBrasilInstituto de Ciências Biológicas e da Saúde (ICBS) – AraguaiaUFMT CUA - AraguaiaCiências Biológicas - CUAPascotto, Márcia Cristinahttp://lattes.cnpq.br/2598684913331235Pascotto, Márcia Cristinahttp://lattes.cnpq.br/2598684913331235Paiva, Ayane de Souzahttp://lattes.cnpq.br/6373963515950534Guirra, Frederico Jorge Saadhttp://lattes.cnpq.br/1529623142626012Luz, Natália Fante2022-06-01T22:44:18Z2022-03-202022-06-01T22:44:18Z2022-03-11info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/bachelorThesisinfo:eu-repo/semantics/datasetLUZ, Natália Fante. Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA. 2022. 43 f. Monografia (Licenciatura em Ciências Biológicas) – Instituto de Ciências Biológicas e da Saúde, Universidade Federal do Mato Grosso, Pontal do Araguaia, 2022.http://bdm.ufmt.br/handle/1/2319porinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Monografias da UFMTinstname:Universidade Federal de Mato Grosso (UFMT)instacron:UFMT2022-06-09T07:04:49Zoai:localhost:1/2319Biblioteca Digital de Monografiahttps://bdm.ufmt.br/PUBhttp://200.129.241.122/oai/requestopendoar:2022-06-09T07:04:49falseBiblioteca Digital de Monografiahttps://bdm.ufmt.br/PUBhttp://200.129.241.122/oai/requestbibliotecacentral@ufmt.br||opendoar:2022-06-09T07:04:49Biblioteca Digital de Monografias da UFMT - Universidade Federal de Mato Grosso (UFMT)false |
dc.title.none.fl_str_mv |
Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA |
title |
Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA |
spellingShingle |
Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA Luz, Natália Fante CNPQ::CIENCIAS BIOLOGICAS Residência Pedagógica Ensino Remoto Formação de professores Pedagogical Residence Program Remote Teaching Teacher Training |
title_short |
Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA |
title_full |
Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA |
title_fullStr |
Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA |
title_full_unstemmed |
Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA |
title_sort |
Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA |
author |
Luz, Natália Fante |
author_facet |
Luz, Natália Fante |
author_role |
author |
dc.contributor.none.fl_str_mv |
Pascotto, Márcia Cristina http://lattes.cnpq.br/2598684913331235 Pascotto, Márcia Cristina http://lattes.cnpq.br/2598684913331235 Paiva, Ayane de Souza http://lattes.cnpq.br/6373963515950534 Guirra, Frederico Jorge Saad http://lattes.cnpq.br/1529623142626012 |
dc.contributor.author.fl_str_mv |
Luz, Natália Fante |
dc.subject.por.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS Residência Pedagógica Ensino Remoto Formação de professores Pedagogical Residence Program Remote Teaching Teacher Training |
topic |
CNPQ::CIENCIAS BIOLOGICAS Residência Pedagógica Ensino Remoto Formação de professores Pedagogical Residence Program Remote Teaching Teacher Training |
description |
Teacher training is seen as a foundation for the construction of the future teacher, so we can see the importance that this articulation between theory and practice has in this first contact of their training, because from the first years of graduation, students will perceive the possible scenario and the reality of your future profession. Thus, to contribute to the appreciation and quality training of teachers, in 2017 the Ministry of Education (MEC) established the Pedagogical Residency Program (PRP), financed by the Coordination for the Improvement of Higher Education Personnel (CAPES), with the aim of objective to stimulate the articulation between theory and practice, in the training of teachers for basic education. As a result of the COVID19 pandemic, in 2020 and 2021, educators had the need to adopt remote teaching, the main means of transmitting knowledge, as face-to-face meetings in schools were suspended for reasons of safety and zeal for health. The present study aimed to investigate how the development of the PRP activities of the Biology, Physical Education, Geography and Letters subprojects of the University Campus of Araguaia/ UFMT occurred during remote teaching, as well as to identify the methodological strategies, and what were the main difficulties , and finally to investigate the main contributions that participation in the PRP brought to residents. Through a descriptive and exploratory study, data collection was carried out during the second half of 2021, during the activities developed by the PRP. For the regencies, most residents used online platforms to conduct synchronous and/or asynchronous classes. During the synchronous classes, residents reported that there was low student participation (5 to 10) and little interaction. In remote teaching, for conducting activities, not only synchronous and asynchronous classes were carried out, but also the preparation of handouts (especially for students who did not have access to the internet), preparation and correction of tests and exercises, doubt shifts, development of extracurricular projects, among others. Among the main difficulties reported, the majority reported low student participation, difficulties in producing and editing videos, planning practical classes and more motivating classes. Even with the difficulties faced by residents during remote teaching, the results were positive, providing greater experience and skills with ICTs and personal and professional growth. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-06-01T22:44:18Z 2022-03-20 2022-06-01T22:44:18Z 2022-03-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/publishedVersion info:eu-repo/semantics/bachelorThesis info:eu-repo/semantics/dataset |
format |
bachelorThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
LUZ, Natália Fante. Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA. 2022. 43 f. Monografia (Licenciatura em Ciências Biológicas) – Instituto de Ciências Biológicas e da Saúde, Universidade Federal do Mato Grosso, Pontal do Araguaia, 2022. http://bdm.ufmt.br/handle/1/2319 |
identifier_str_mv |
LUZ, Natália Fante. Percepções do Programa Residência Pedagógica durante o ensino remoto no contexto da UFMT/CUA. 2022. 43 f. Monografia (Licenciatura em Ciências Biológicas) – Instituto de Ciências Biológicas e da Saúde, Universidade Federal do Mato Grosso, Pontal do Araguaia, 2022. |
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http://bdm.ufmt.br/handle/1/2319 |
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por |
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por |
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info:eu-repo/semantics/openAccess |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Biológicas e da Saúde (ICBS) – Araguaia UFMT CUA - Araguaia Ciências Biológicas - CUA |
publisher.none.fl_str_mv |
Universidade Federal de Mato Grosso Brasil Instituto de Ciências Biológicas e da Saúde (ICBS) – Araguaia UFMT CUA - Araguaia Ciências Biológicas - CUA |
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Universidade Federal de Mato Grosso (UFMT) |
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Biblioteca Digital de Monografias da UFMT - Universidade Federal de Mato Grosso (UFMT) |
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