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

The present work aims to bring an experience report on the use of rubrics as evaluative practices during the pandemic caused by Covid-19. The rubric consists of a set of criteria and parameters used to qualify, judge, that is, to evaluate a certain aspect of the educational process. In this sense, the present report refers to the experience obtained by the residents participating in the pedagogical residency project (PRP), in the Letters - Portuguese course, at the State University of Alagoas, on Campus V. The work concerns the practices related to the rubrics applied by the students. residents during the return of classes in the hybrid format in 2021 in a third year high school class, from a state school located in the city of União dos Palmares-AL. Thus, in order to produce the rubrics and be able to apply them, it was necessary to investigate theories that approached the theme in the search to build rubrics that best served the purposes, which was to guide the work of teachers in relation to textual understanding. We hope with this work to contribute to a reflection on rubrics as evaluative tools, since the work showed that rubrics are efficient instruments as they allow a more consistent and reliable classification of students, helping the teacher to teach and the student to learn.

The present study aimed to identify the possibilities and the weaknesses in relation to the teaching learning of the students of the Degree Course in Biological Sciences of the Pedagogical Residency Program (PR) of the IF Goiano. This research is characterized as a qualitative approach research; the data for the study were collected by means of a questionnaire applied via Google Forms, composed of 29 open and closed questions. The questionnaire was sent to all the undergraduates of the IF Goiano, and in this text we analyse the narratives of only the undergraduates in Biological Sciences. The results indicate situations that favor teaching learning, however, weaknesses are also identified. About possibilities, undergraduates highlight the contact with the school environment and contributions of the preceptor teacher. Regarding the weaknesses, the following problems were observed: high workload of regency and difficulty of undergraduates to insert themselves in situations of school management. Therefore, it is inferred that the program provides the participating undergraduates the real contact with their future work environment, an important factor for teaching learning, however, weaknesses were identified, which makes it necessary strategies within the program in order to overcome the weaknesses and enhance the possibilities.

Due to the pandemic of Covid-19, there was a need for social isolation and with this the classroom classeswere suspended and the emergency remote teaching installed. Therefore, the role of technological toolsfor education was evidenced. This work aimed to report the experience with the use of the padlet digitaltool as a visual resource and alternative to the powerpoint program in the organization of content for thepresentations of evaluation seminars in groups of the classes of the 1st and 3rd year of high school. Theuse of padlet by the students was possible due to the monitoring and tutorials created by the trainees ofthe Pedagogical Residency where they presented the tool and the various resources it offers. The studentswere interested in working with Padlet, and the participation of the groups in the presentations, ingeneral, was quite satisfactory. Padlet can leverage the application of active methodologies because it is acollaborative, online and free resource that promotes autonomy and interaction of users in thesimultaneous creation/ organization of content through dynamic and creative murals. Padlet iscompatible with various file formats and provides several options for students to organize their ideas andinterconnect the information.

The worldwide spread of COVID-19 demanded a readaptation in all sectors of society, especially in the area of ​​education, where it brought to the center of the educational debate the use of technologies and their financial, operational and human challenges for carrying out non-essential school activities. face-to-face in Basic Education. The reflections made in this work are based on the application of a project in the remote format of the Institutional Scholarship Program for Initiation to Teaching (PIBID) carried out at the Senador Alexandre Costa Municipal Integrated Unit, in the municipality of Codó, Maranhão. During the experience of the project, some difficulties and challenges were faced for the realization of the seminars, meetings and the production of audiovisual materials for the pedagogical ones that were carried out remotely. The article also interprets the experience of remote teaching and how it will reflect on the professional lives of teachers and fellows, who had to reinvent themselves in the face of extraordinary situations in times of a pandemic.

Este estudo tem como objetivo relatar experiência vivenciada no Programa Institucional de Bolsas de Iniciação à Docência com a unidade temática dança em uma escola de ensino público do município de Maceió, nas turmas do oitavo ano, durante as aulas de Educação Física. Dessa forma, leva-se a dança para o âmbito escolar, apresentando-a como um conteúdo fundamental para o planejamento das atividades pedagógicas. Os procedimentos metodológicos envolveram atividades ministradas para os escolares por meio de intervenções planejadas pela equipe de integrantes do Programa Institucional de Iniciação à Docência, subprojeto Educação Física. O tema proposto foi trabalhado de forma lúdica e interativa, a fim de mostrar sua importância no desenvolvimento motor, cognitivo e socioafetivo, na busca de novos conhecimentos e no alcance da autonomia dos alunos. Foram utilizados como recursos didáticos dois questionários, vídeos e desenhos. Devido à pandemia da Covid-19, recorremos à plataforma do Formulário Google, e o aplicativo Whatsapp, sendo o planejamento das ações realizado pela plataforma Google Meet. O resultado da experiência mostrou boa aceitação e participação dos escolares nas atividades, estudante que gostam de dançar, os estilos de dança mais frequentemente foi o funk e o forró, levando-nos à conclusão de que, embora os escolares tenham conhecimento da existência desse conteúdo, existem muitas barreiras, timidez dos alunos, pouco preparo dos professores e dificuldades de espaços, que bloqueiam sua conexão com essa prática, sendo evidente e importante que a experiência com a dança deve ser inserida no ambiente escolar ao ponto de naturalizá-la nesse contexto.

O texto apresenta os relatos de experiências do(a)s pibidiano(a)s do subprojeto do curso de Geografia, Erechim, durante o período de 2020-2022. É de extrema relevância destacar o período histórico pandêmico atual para que se entenda os rumos e atividades desenvolvidas durante a atual edição. Este trabalho é relevante porque discute a importância do PIBID na formação dos licenciandos e sobre as práticas pedagógicas que precisam ser pensadas em relacionar o conteúdo com o espaço vivido dos estudantes. Para isso, foi preciso pensar em questões que faça o aluno refletir o tema com o seu cotidiano. O objetivo desse artigo é relatar as experiências vivenciadas e mostrar o quanto é importante o PIBID na universidade, por ser um programa de inclusão e de manutenção dos estudantes na universidade. A metodologia foi desenvolvida a partir de dois encontros realizados semanalmente com a coordenadora do projeto e com a supervisora da escola. A partir desses encontros foram delineadas as atividades para se pensar na escola, buscando referências da área e afins para discutir as propostas trabalhadas e trazendo um embasamento científico para nossa formação crítica enquanto futuros docentes. O resultado desse trabalho foi alcançado, pois, desenvolvemos uma Educação Geográfica guiada por questionamentos, pelos “por quês”, pela pesquisa e continuaremos na tentativa de construir conhecimento e aprendizagens.  Concluímos que, a partir das práticas experienciadas e de olhares críticos, foi possível compreender os sujeitos em seus respectivos contextos históricos, ler o mundo e dar sentido a “Educação Libertadora”.

A pandemia do vírus da COVID-19 causou uma mudança drástica na vida de muitas pessoas, com isso, alguns sintomas físicos e emocionais passaram a se tornar frequentes. Diante desse cenário, surge a necessidade de abordar o tema saúde mental nas escolas, principalmente, entre os adolescentes, que estão sempre em constante mudanças físicas, psíquicas e sociais; e muitas vezes não têm conhecimento sobre o assunto. Sendo assim, o presente trabalho tem como objetivo relatar a experiência vivenciada pelo Programa Institucional de Bolsa de Iniciação à Docência (PIBID) de Biologia com destaque para as ações do Projeto “Psicovida” desenvolvido com alunos dos 8º e 9º anos em uma escola de Ensino Fundamental. A metodologia qualitativa baseada na descrição da construção do conhecimento em saúde mental de forma lúdica, na qual os assuntos abordados foram os sentimentos mais significativos durante esse período pandêmico. Após análise dos resultados, foi possível perceber que a raiva e o medo foram os principais sentimentos adquiridos durante a pandemia. Por fim, conclui-se que o apoio dos executores do projeto, durante as atividades solicitadas, contribuiu para que os alunos expressassem seus sentimentos com mais facilidade.

The work in question aims to present successful practices in the basic education classroom (experience reports), on the occasion of the activities of the PIBID, of the State University of Alagoas (public university of the Alagoas hinterland), when it is carried out with beginning in 2020, focusing on the studies of spoken and written language manifestations, with emphasis on the former, for what defends verbal language (language manifestations) and non-verbal language (kinesthetic, imagery, proxemic categories, among others), with emphasis in the multimodal text.  It had as a guiding question: Is it possible to work on orality and writing in basic education, to contribute to the better performance of this competence of students in social life, despite the pandemic caused by covid 19?  The work was mainly based on Brasil (1998, 2017), Carvalho;  Ferrarezi Jr. (2018), Dolz;  Schneuwly (2004), Fávero;  Andrade;  Aquino (1999), Marcuschi (2008; 2001), Koch (2004), Koch and Elias (2016), among others;  it is descriptive-interpretative, following qualitative paths (FLICK, 2009), which is why there are no a priori proposals, ready-made, but to be found and discussed along the way.  The results showed that the use of digital technologies such as Google meet, zapweb, made it possible to carry out orality work proposals with the development of students' orality and writing skills in dialogic manifestations.

Immunology is the area of ​​science that studies the immune system of all living beings. The immune system is composed of cells, tissues and molecules responsible for the body's defense mechanism with two distinct types of immune response, the innate and the adaptive. Understanding that immunology has important content to be discussed, especially in a period when humanity is affected by an infectious disease, this article aims to report the experience lived by the Institutional Scholarship Program for Teaching Initiation (PIBID) in Biology, highlighting the actions of the project “IMMUNE SCIENCE: immunology in audiovisual format”. It is a descriptive methodology, which reports the activities carried out online, due to the social isolation caused by the pandemic, COVID-19. A total of 160 students from the two classes of the 8th and 9th grades of Elementary School participated, who used digital tools to produce audiovisual resources with subjects related to immunology, thus seeking to develop the creativity and skills of these students. Although some of the videos had technical problems, the activities were successfully performed by the students. Therefore, it is concluded that there was a good learning of the students.

The World Health Organization classified the novel coronavirus (Covid-19), a severe acute respiratory illness, as a pandemic in March 2020. The etiological agent is the SARS-CoV-2 virus, which emerged in Wuhan, China, in December 2019. Symptoms of infection can range from cough, fever, and nasal congestion to severe pneumonia. In view of the spread that the new coronavirus has taken, this study aimed to report the evolution of COVID-19 cases in the countries where there were more records, as well as recovered cases and deaths, during the period from December 2019 to December 2021. This is a descriptive and retrospective study carried out using epidemiological reports made available by the Brazilian Ministry of Health. The results obtained showed that the United States, India and Brazil had the highest cumulative number of cases, deaths and recovered cases. Understanding that the global epidemiological scenario of Covid-19 changes daily, it is concluded that it is necessary, above all, to warn that redoubling ethical rigor and not relaxing are essential, especially in the face of a major pandemic affected by an unknown disease, which naturally causes fear and insecurity.