A formação inicial de professores de história através do Programa Residência Pedagógica: reflexões acerca das experiências durante o ensino remoto emergencial

Abstract

The present work aims to analyze the experiences of teachers in training in the Pedagogical Residency Program (PRP) of the history degree course at the Federal University of Alagoas (UFAL), in its 2nd edition, which took place remotely during the COVID pandemic. -19, from 2020 to 2022. The motivations that instigate this work are, in addition to the experience as a resident, an attempt to contribute to research on the initial and continuing training of teachers. The Pedagogical Residency Program, which is financed by the Coordination for the Improvement of Higher Education Personnel (Capes), an agency linked to the Ministry of Education (MEC), is an initiation program to teaching that allows undergraduate students to undertake teaching in state schools. In this way, it contributes not only to the practice of undergraduates, but also to the relationship between university and basic education. The analysis and problematization of the experiences reported in this work demonstrate the difficulty and possibilities in applying the PRP in an atypical moment experienced in Brazilian education, due to the need for remote classes.