Sistema Regional de Información
en línea para Revistas Científicas de América Latina,
el Caribe, España y Portugal

The pandemic caused by COVID-19 made social isolation necessary. Therefore classroom lessons were canceled and the emergency remote teaching was started. In this scenario practical laboratory classes were suspended, in many cases due to the difficulty of carrying them out at a distance. We are aware of the importance that practical classes have for effective learning, where students are able to visualize the phenomena in a concrete way and relate them to the reality in which they are inserted. The present work aimed to report the experience of teaching an online practical class on composting, for the 1st year class of an integrated technical course in Agriculture. The subject in question provides the students with a practical understanding of the importance of recycling organic wastes, as well as promoting effective environmental education in the high school context. For this an introductory class on the subject was given and then a class, showing the necessary steps to make a compost bin. The composting experiment was carried out by students participating at the Pedagogical Residency Program, CAPES. The participation of students and interest in the topic were observed, however many students were not present, due to technological problems or the need to work. This made it impossible to analyze the practice with the whole class, and highlighted some problems generated by the pandemic in education. It was concluded that the practical class on composting contributed significantly to teacher training.

relationships that compose it, it causes the school to contribute to the construction of professional identity. Giving that, the present study aims to describe how the process of appropriation of school space by the PIBID scholarship holder of the Geography subproject of the Federal University of Alagoas, edition 2020 - 2022, took place during the period of social isolation. For this action to be possible, a roadmap was created by the Area Coordinators that guided the investigations and reflections of the scholarship holders of Initiation to Teaching. Through the roadmap provided, the scholarship holders were able to learn about the physical, administrative, and pedagogical structure of the target school. The process of virtual knowledge of the Federal Institute of Alagoas made possible the survey and analysis of the collected data, carried out through documentary survey and interviews; the PIBID scholarship holders were able not only to become familiar with the organizational structure and services offered by the institution, but also to realize that they were working in one of the most important educational institutions in the state of Alagoas.

Digital technologies are increasingly present in society and education. Thus, the present work deals with the Institutional Program of Teaching Initiation Scholarships (PIBID) as a space for the exploration of Digital Information and Communication Technologies (TDICs) in teaching through a workshop held by participants of the program for teachers of a school of the Biology subproject. In this sense, the objective is to report the development of a workshop on digital platforms for teaching, which were: teacher portal, YouTube, Canva, PhET and CmapCloud to assist teachers in the teaching and learning processes, both in the preparation of materials and resources for classes.  The results showed the proposition of the workshop with teachers provided for in the program's action plan; the collective planning with the Beginners to teaching, a supervisory teacher, school management and area coordinator; and, the application of the workshop on digital platforms for teaching. Finally, notes were made about the contributions of pibid to teacher education and the use of technologies in teaching and learning.

This work focused on the presentation of the activities developed in the scope of intervention for the Pedagogical Residence project, in the context of a third year high school class of a state school, which dealt with the theme of visual poetics in the axis of the modernist experience in Brazil. In this sense, there was a diachronic approach, from modernism – pointing out its phases and, specially, paying attention to the poetics interested in the development of visual components, such as those from João Cabral de Melo Neto, from Pernambuco – to the concrete poetry, a movement that will be responsible for proposing a possible horizon, wich is conventionally called visual poetry. Together with the literary discussions, we worked with the genre critical review, to enable students to develop a written production about the documentary Poetas de campos e espaços (1992), the final activity of the sequence. Given the pandemic scenario by which the world was challenged, the classes were organized in two axes: regular and online classes, as the experience took place in a hybrid model. In the first case, the meetings in the classroom were organized in the expository-dialogue model, while in the second, the aid of the youtube platform was used to broadcast recorded classes.

The objective of the article was to identify the possibilities and difficulties of teaching Physical Education in the context of the Covid-19 pandemic, glimpsing the contributions of the Pedagogical Residence Program (PRP) to the initial training of future teachers. The approach was qualitative, through documentary study, experience reports and interviews with the twenty residents participating in the 2nd edition 2020-2021 of the subproject. In the first moment, a documentary analysis of the records (documentary and recordings) posted in the virtual learning environment of the EF subproject was carried out and in the second moment, interviews were carried out from the Google Meet platform with questions directed to the conducting experience with regard to content procedures , possibilities and difficulties experienced in the course of the PRP stages and importance for training. The results showed that the 2nd edition of the PRP was created in the context of the Covid-19 pandemic; made it possible to monitor the construction of the legal bases that institutionalized remote teaching and the return to face-to-face activities, as well as the interfaces with the boiling social and educational context. Interlocution with residents was marked by the identification of countless hardships and moments of realignment of pedagogical know-how in the context of the virtual environment and face-to-face feedback. The school floor, even if experienced behind a cold screen of the computer and/or cell phone, once again provided the opportunity for residents to identify that difficulties in the teaching path require a critical reflection on the role of the Physical Education teacher in basic education. The objective of the article was to identify the possibilities and difficulties of teaching Physical Education in the context of the Covid-19 pandemic, glimpsing the contributions of the Pedagogical Residence Program (PRP) to the initial training of future teachers. The approach was qualitative, through documentary study, experience reports and interviews with the twenty residents participating in the 2nd edition 2020-2021 of the subproject. In the first moment, a documentary analysis of the records (documentary and recordings) posted in the virtual learning environment of the EF subproject was carried out and in the second moment, interviews were carried out from the Google Meet platform with questions directed to the conducting experience with regard to content procedures , possibilities and difficulties experienced in the course of the PRP stages and importance for training. The results showed that the 2nd edition of the PRP was created in the context of the Covid-19 pandemic; made it possible to monitor the construction of the legal bases that institutionalized remote teaching and the return to face-to-face activities, as well as the interfaces with the boiling social and educational context. Interlocution with residents was marked by the identification of countless hardships and moments of realignment of pedagogical know-how in the context of the virtual environment and face-to-face feedback. The school floor, even if experienced behind a cold screen of the computer and/or cell phone, once again provided the opportunity for residents to identify that difficulties in the teaching path require a critical reflection on the role of the Physical Education teacher in basic education.

The use of plants with medicinal power in contemporary society has been gaining ground, especially in the fight against symptoms of diseases with little technical and scientific information, such as the new Coronavirus (Sars-CoV-02), which is affecting the world population, with symptoms characteristic of acute respiratory syndrome. With the high rate of transmission, and the emergence of new variants, the traditional populations of the Amazon seek through ethnoknowledge, the potential of medicinal plants, to minimize the symptoms caused by the new Coronavirus. Due to the absence of teaching materials in the region related to traditional and scientific knowledge of the use of medicinal plants to combat SARS's, this extension work aimed to promote interdisciplinary articulation through the production of a medicinal botanical atlas, with general information related to morphology, physiology, herbal power, and traditional procedures. The material was disseminated to the students of the institution itself, and distributed in the local school community through WhatsApp application groups, as a proposal for use in Science subjects: Biology and Chemistry. The realization of the extension project on the production of a botanical atlas promoted the articulation between theoretical/scientific teaching and ethnoknowledge in an attempt to improve learning about medicinal plants in the interior of the Amazon

O Programa Institucional de Bolsas de Iniciação à Docência (PIBID) tem como objetivo principal iniciar os futuros professores de Ciências Biológicas e das demais licenciatura vivências da realidade escolar, além disso, são desenvolvidos atividades e estudos sobre temas relacionados a docência. Este trabalho tem o objetivo de relatar os desafios dos bolsistas pibidianos na criação um vídeo educativo sobre as Infecções Sexualmente Transmissíveis (IST) para as aulas remotas do Ensino Fundamental anos finais de uma escola núcleo do PIBID. A partir da ideia de que produção de vídeo é uma ótima ferramenta para enriquecer aulas, bem como para desenvolver habilidades e das leituras realizadas sobre a Base Nacional Comum Curricular e dos Referências Curriculares do Estado de Alagoas para o Ensino Fundamental. Os bolsistas pibidianos utilizaram a plataforma de edição de vídeo Animaker. O vídeo foi criando em 8 cenas(partes) e aborda os temas: Infecções Sexualmente transmissíveis (IST). Os principais desafios enfrentados pelos bolsistas na criação do vídeo foram: dificuldade em manuseia a plataforma, elaborar um roteiro para que o vídeo não ficasse muito longo e selecionar os principais conteúdos que fosse mais interessante para o público-alvo.

Esse artigo tem como objetivo apresentar um relato de experiência em salas de aula do ensino remoto de duas monitoras do Programa Institucional de Bolsas de Iniciação à Docência (PIBID) na Universidade de Taubaté (UNITAU).  As atividades foram elaboradas pelas monitoras e desenvolvidas com os alunos do Ensino Médioda EMEFM Professor José Ezequiel de Souza em Taubaté-SP, sob orientação da Prof.ª Dr.ª Adriana Cintra de Carvalho Pinto do departamento de Ciências Sociais e Letras da UNITAU. O objetivo das atividades foi levantar uma discussão sobre o racismo presente em algumas obras literárias da terceira geração do romantismo brasileiro. Para tal, foram utilizados poemas e contos de dois autores: Castro Alves, um autor branco bastante reconhecido, e Maria Firmina dos Reis, uma autora negra pouco reconhecida. Para o desenvolvimento das atividades, foi utilizada uma metodologia bibliográfica com abordagem qualitativa. Mesmo com as dificuldades do trabalho docente em meio à pandemia, com os resultados alcançados demontramos como as ferramentas pedagógicas e tecnológicas utilizadas no ensino remoto foram indispensáveis para sobrepor os obstáculos da educação básica, fazendo alunos e professores estarem preparados para as aulas on-line.

Given the context of the Covid-19 pandemic currently experienced, the Ministry of Health reinforces the need to intensify a lot of care so that the spread of the virus (SARS CoV-2) is avoided. This care, however, encompasses several areas, among them, they become crucial to deal with our mental health. Changes in common reactions in sleep and pandemic. Sleep in the age period to prove to be increasingly essential to psychological health both in the present and in the future of the same. In this way, the present work aims to report the experience lived in the “Psicovida” project with basic education students about the relevance of care with sleep quality, especially in the face of the current pandemic reality. This is a qualitative descriptive study based on action research, using the methodology of the Degree in Biological Sciences and the Science Teacher of the Basic School, which are part of the Institutional Scholarship Program for Teaching Initiation – PIBID. From the development of the “Psicovida” project, the sleep initiation activity of students was started after the pandemic. Whose results what to sleep less after the beginning of the pandemic, students stayed longer and wake up, having more time, children to sleep and making emotional out of control. Thus, there is a need to work more on issues related to mental health and specifically the quality of sleep in adolescents.

The present proposal has as objective, demonstrate the importance of itinerant workshops about contents and topics that articulate the geography knowledge, developed with students of the last years of elementary school. It is also intended to point to the main challenges in the preparation and execution of online activities, during the year 2021. For the structuring of workshops, a bibliographic review was carried out about the structuring concepts of Geography, as the space, landscape and territory. It was chosen to detail the workshops entitled, “The landscape study and the mental map on Geography teaching: the view about the city of Pelotas – RS”; “Understanding the land transformations consequent to endogenous and exogenous process”; and, “Exploring the city: discussing basic sanitation”. As a result, it can be noted that even with the challenge at working on the online format, the proposals were well-developed, which provided an important apprenticeship period for all the people involved. In relation to practices in schools, even with the difficulty of access to technology on the part of students at elementary school, they sought to organize the material in a way that it could reach as many students as possible. Moreover, the Covid-19 pandemic showed us the necessity to challenge ourselves, to think about geographic education from different perspectives, cherishing the critical and conscious formation of people.