Programa residência pedagógica no formato remoto: percepções de residentes do curso de Licenciatura em Matemática da Unifesspa

Abstract

The Pedagogical Residency Program (PRP) has proved to be an important moment in which the teaching and learning of undergraduates takes place through their insertion in their future work environment. However, because of the Covid-19 pandemic, the school's activities have moved to a remote format, including PRP practices. The research aimed to "analyze what the residents of the Mathematics undergraduate course at Unifesspa say about their perceptions of the practices they realize, in the remote format, in high school classes in a state public school in Marabá, Pará, during the PRP". To perform it, a qualitative approach (MINAYO, 2007) was chosen, and for data collection, a semi-structured interview was used which was conducted with seven residents. The results were treated under the analysis of content and promotion in the light of several authors, namely: Andrade (2020), Ferreira et al. (2020), Freitas (2020), Souza Júnior (2020), Vieira and Silva (2020), Barbosa and Dutra (2019), Fiorentini and Oliveira (2013), Pompeu (2013) and Cavalcante (2011). Among the results, it is highlighted that it is possible to perform the teaching practice during the PRP actions in the remote format, which, in a way, contributes to the expansion of the teaching experience in basic education. However, the limitations imposed by this format leave gaps with respect to the insertion in everyday school life.