Pedagogical actions promoted by geography residents in remote education: the use of digital tools

Detalhes bibliográficos
Autor(a) principal: da Cruz Vitorio de Oliveira, Maria da Paz
Data de Publicação: 2022
Outros Autores: Cunha Abreu Rocha, Marllon, Rose Berg Costa, Zig Marley, Silva de Carvalho, Luciane, Gomes Paula, Maria Luzineide
Tipo de documento: Artigo
Idioma: por
Título da fonte: Diversitas Journal
Texto Completo: https://diversitasjournal.com.br/diversitas_journal/article/view/2235
Resumo: The Pedagogical Residency Program is one of the actions that are part of the National Teacher Training Policy and aims to induce the improvement of practical training in undergraduate courses, promoting the immersion of graduates in primary education schools, from the second half of its course. The study aimed to report the experience of three students of the Full Degree course in Geography of the State University of Piauí-Torquato Neto campus in Teresina-Pi, during their participation in the first module of the Pedagogical Residency Program in a public school that operates in the EJA modality. The experience in the program contributed to a critical focus on the initiation of teachers in the face of the new reality of remote teaching imposed by the Covid-19 pandemic. Thus, residents were able to reconcile pedagogical theory with teaching practice and experience experiences and challenges of Brazilian education professionals.
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spelling Pedagogical actions promoted by geography residents in remote education: the use of digital toolsAcciones pedagógicas promovidas por los residentes de geografía en la educación remota: el uso de herramientas digitalesAções pedagógicas promovidas por residentes de Geografia no ensino remoto: o uso de ferramentas digitais programa residência pedagógicageografiaensino remotoformação docentePedagogical Residency Programgeographyremote teachingteacher trainingThe Pedagogical Residency Program is one of the actions that are part of the National Teacher Training Policy and aims to induce the improvement of practical training in undergraduate courses, promoting the immersion of graduates in primary education schools, from the second half of its course. The study aimed to report the experience of three students of the Full Degree course in Geography of the State University of Piauí-Torquato Neto campus in Teresina-Pi, during their participation in the first module of the Pedagogical Residency Program in a public school that operates in the EJA modality. The experience in the program contributed to a critical focus on the initiation of teachers in the face of the new reality of remote teaching imposed by the Covid-19 pandemic. Thus, residents were able to reconcile pedagogical theory with teaching practice and experience experiences and challenges of Brazilian education professionals.El Programa de Residencia Pedagógica es una de las acciones que forman parte de la Política Nacional de Formación Docente y tiene como objetivo inducir la mejora de la formación práctica en los cursos de pregrado, promoviendo la inmersión de los egresados en las escuelas de educación primaria, a partir de la segunda mitad de su curso. El estudio tuvo como objetivo relatar la experiencia de tres estudiantes del Curso de Licenciatura Completa en Geografía de la Universidad Estadual de Piauí-Torquato campus Neto en Teresina-Pi, durante su participación en el primer módulo del Programa de Residencia Pedagógica en una escuela pública que opera en la modalidad EJA. La experiencia en el programa contribuyó a un enfoque crítico en la iniciación de los docentes frente a la nueva realidad de la enseñanza a distancia impuesta por la pandemia del Covid-19. Por lo tanto, los residentes pudieron conciliar la teoría pedagógica con la práctica docente y experimentar las experiencias y desafíos de los profesionales de la educación brasileños.O Programa Residência Pedagógica (PRP) é uma das ações que integram a Política Nacional de Formação de Professores e tem como objetivo induzir o aperfeiçoamento da formação prática nos cursos de licenciatura, promovendo a imersão dos licenciados nas escolas de educação básica, a partir da segunda metade do seu curso. O estudo teve como objetivo relatar as possibilidades, desafios e experiências vivenciadas no módulo inicial do Programa Residência Pedagógica do Subprojeto de Geografia da Universidade Estadual do Piauí (UESPI) - Campus Torquato Neto, por meio de ações pedagógicas promovidas nas aulas de Geografia em uma turma de EJA de uma escola estadual de Teresina-PI, durante o ensino remoto. Assim, a metodologia empregada reuniu revisão bibliográfica de trabalhos científicos - referentes aos conceitos de formação docente, prática educativa, ensino remoto emergencial, educação a distância - e análise das três etapas presentes e vivenciadas no PRP, formações, planejamento e regência. A experiência no programa contribuiu para uma construção de um olhar crítico na iniciação à docência de professores frente a nova realidade do ensino remoto imposta pela pandemia do Covid-19. Dessa forma, os residentes puderam conciliar a teoria pedagógica com a prática docente e vivenciar experiências e desafios dos profissionais da educação brasileira.Universidade Estadual de Alagoas - Eduneal2022-07-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://diversitasjournal.com.br/diversitas_journal/article/view/223510.48017/dj.v7i3.2235Diversitas Journal; Vol. 7 No. 3 (2022): Contribuições das ciências e das tecnologias para a sociedadeDiversitas Journal; Vol. 7 Núm. 3 (2022): Contribuições das ciências e das tecnologias para a sociedadeDiversitas Journal; v. 7 n. 3 (2022): Contribuições das ciências e das tecnologias para a sociedade2525-521510.48017/dj.v7i3reponame:Diversitas Journalinstname:Universidade Estadual de Alagoas (UNEAL)instacron:UNEALporhttps://diversitasjournal.com.br/diversitas_journal/article/view/2235/1722Copyright (c) 2022 Maria da Paz da Cruz Vitorio de Oliveira, Marllon Cunha Cunha Abreu Rocha, Zig Marley Rose Berg Costa, Luciane Silva de Carvalho, Maria Luzineide Gomes Paulahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessda Cruz Vitorio de Oliveira, Maria da PazCunha Abreu Rocha, MarllonRose Berg Costa, Zig MarleySilva de Carvalho, LucianeGomes Paula, Maria Luzineide2023-04-08T19:30:58Zoai:ojs.diversitasjournal.com.br:article/2235Revistahttps://diversitasjournal.com.br/diversitas_journal/indexPUBhttps://www.e-publicacoes.uerj.br/index.php/muralinternacional/oairevistadiversitasjournal@gmail.com2525-52152525-5215opendoar:2023-04-08T19:30:58Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)false
dc.title.none.fl_str_mv Pedagogical actions promoted by geography residents in remote education: the use of digital tools
Acciones pedagógicas promovidas por los residentes de geografía en la educación remota: el uso de herramientas digitales
Ações pedagógicas promovidas por residentes de Geografia no ensino remoto: o uso de ferramentas digitais
title Pedagogical actions promoted by geography residents in remote education: the use of digital tools
spellingShingle Pedagogical actions promoted by geography residents in remote education: the use of digital tools
da Cruz Vitorio de Oliveira, Maria da Paz
programa residência pedagógica
geografia
ensino remoto
formação docente
Pedagogical Residency Program
geography
remote teaching
teacher training
title_short Pedagogical actions promoted by geography residents in remote education: the use of digital tools
title_full Pedagogical actions promoted by geography residents in remote education: the use of digital tools
title_fullStr Pedagogical actions promoted by geography residents in remote education: the use of digital tools
title_full_unstemmed Pedagogical actions promoted by geography residents in remote education: the use of digital tools
title_sort Pedagogical actions promoted by geography residents in remote education: the use of digital tools
author da Cruz Vitorio de Oliveira, Maria da Paz
author_facet da Cruz Vitorio de Oliveira, Maria da Paz
Cunha Abreu Rocha, Marllon
Rose Berg Costa, Zig Marley
Silva de Carvalho, Luciane
Gomes Paula, Maria Luzineide
author_role author
author2 Cunha Abreu Rocha, Marllon
Rose Berg Costa, Zig Marley
Silva de Carvalho, Luciane
Gomes Paula, Maria Luzineide
author2_role author
author
author
author
dc.contributor.author.fl_str_mv da Cruz Vitorio de Oliveira, Maria da Paz
Cunha Abreu Rocha, Marllon
Rose Berg Costa, Zig Marley
Silva de Carvalho, Luciane
Gomes Paula, Maria Luzineide
dc.subject.por.fl_str_mv programa residência pedagógica
geografia
ensino remoto
formação docente
Pedagogical Residency Program
geography
remote teaching
teacher training
topic programa residência pedagógica
geografia
ensino remoto
formação docente
Pedagogical Residency Program
geography
remote teaching
teacher training
description The Pedagogical Residency Program is one of the actions that are part of the National Teacher Training Policy and aims to induce the improvement of practical training in undergraduate courses, promoting the immersion of graduates in primary education schools, from the second half of its course. The study aimed to report the experience of three students of the Full Degree course in Geography of the State University of Piauí-Torquato Neto campus in Teresina-Pi, during their participation in the first module of the Pedagogical Residency Program in a public school that operates in the EJA modality. The experience in the program contributed to a critical focus on the initiation of teachers in the face of the new reality of remote teaching imposed by the Covid-19 pandemic. Thus, residents were able to reconcile pedagogical theory with teaching practice and experience experiences and challenges of Brazilian education professionals.
publishDate 2022
dc.date.none.fl_str_mv 2022-07-02
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://diversitasjournal.com.br/diversitas_journal/article/view/2235
10.48017/dj.v7i3.2235
url https://diversitasjournal.com.br/diversitas_journal/article/view/2235
identifier_str_mv 10.48017/dj.v7i3.2235
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://diversitasjournal.com.br/diversitas_journal/article/view/2235/1722
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv 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 Universidade Estadual de Alagoas - Eduneal
publisher.none.fl_str_mv Universidade Estadual de Alagoas - Eduneal
dc.source.none.fl_str_mv Diversitas Journal; Vol. 7 No. 3 (2022): Contribuições das ciências e das tecnologias para a sociedade
Diversitas Journal; Vol. 7 Núm. 3 (2022): Contribuições das ciências e das tecnologias para a sociedade
Diversitas Journal; v. 7 n. 3 (2022): Contribuições das ciências e das tecnologias para a sociedade
2525-5215
10.48017/dj.v7i3
reponame:Diversitas Journal
instname:Universidade Estadual de Alagoas (UNEAL)
instacron:UNEAL
instname_str Universidade Estadual de Alagoas (UNEAL)
instacron_str UNEAL
institution UNEAL
reponame_str Diversitas Journal
collection Diversitas Journal
repository.name.fl_str_mv Diversitas Journal - Universidade Estadual de Alagoas (UNEAL)
repository.mail.fl_str_mv revistadiversitasjournal@gmail.com
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