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

Teacher training has sought to insert research as an inherent action to the teaching profession, forming educators who produce and divulge scientific knowledge. This training has been encouraged by government programs that seek to bring the university closer to basic education schools. In this sense, this article aims to highlight the importance of training the researcher teacher, as well as to present the experience of the Geography subproject of the Institutional Scholarship Program for Teaching Initiation (PIBID) of the Federal University of Alagoas (UFAL), 2020-2022 edition, regarding the incentive to scientific production, as well as the view of the Scholarship holders of Initiation to Teaching (ID) on the experience. Thus, this work presents the academic productions of the Scholarship holders and the contributions that this process provided for their training as future teachers. In order to know the view of the ID scholarship holders, a questionnaire was applied to 13 of them. The results showed, among other aspects, that PIBID provided the first experience of scientific production in their lives at the academy and among the greatest difficulties faced is the lack of experience in writing and developing research.

The present work is characterized as a report based on experience and reflection on the development of the relationship between theory and practice, which proves to be a necessary foundation for the training of future education professionals. Thus, it aims to describe the experience and activities carried out in the Pedagogical Residency Program by the State University of Alagoas (UNEAL), coordinated by CAPES, in a public school in Canafístula de Frei Damião/AL, in the 1st grade classes. year “A” and “B” of high school. In this way, it presents all the development of the classes in the chemistry discipline that took place remotely due to the covid-19. Despite the challenges faced, the results were positive. Therefore, the residency contributed to academic training by providing tools and methodologies that enabled residents to have a secure view and concrete contact with the teaching profession. Keywords: Pedagogical Residency; Initial formation; teaching profession.

PIBID is a program of great relevance for the initial training of undergraduates and for the continued training of preceptor and coordinator teachers, since the educational practices developed in the field schools become an important incentive to research and the transformation of teaching. Thus, this study aims to present experiences in the teaching of the Spanish language within a more critical, reflexive, discursive, and decolonial approach. To do so, pedagogical actions were elaborated and developed for the field schools participating in the program, based on the theories of critical literacy and decoloniality. Furthermore, considering the investigative methodological path, the qualitative research was adopted, which focused on the analysis of data obtained during the activities developed in a Spanish language class, namely: lesson plans, dialog recordings, and reflective diaries. From the data analysis and discussion, it was possible to reflect on the need for a decolonial pedagogy in language classes, which would enable a reconfiguration of the teaching action, contributing to critical reflection about the multiple realities and, at the same time, to combat Eurocentric patterns of being and knowing, deconstructing prejudices and cultural stereotypes.

Devido a pandemia da COVID-19 o ensino passou por diversas adaptações e os professores precisaram se adequar à modalidade do ensino remoto. Para muitos, isso resultou em aulas desinteressantes e pouco interativas. Assim, percebeu-se a necessidade da utilização de ferramentas didáticas e de avaliação da aprendizagem, que favorecesse uma maior interação entre professores e estudantes, contrapondo o ensino meramente expositivo, voltado à memorização de conceitos. Com esse objetivo o presente trabalho, desenvolvido dentro do Programa de Residência Pedagógica, relata sobre a aplicação de uma sequência didática com o tema Energia, Tipos e suas Fontes, por meio da plataforma digital Kahoot!. A experiência ocorreu com uma turma de 35 alunos, do 8º ano do ensino fundamental, num período de 9 aulas, sendo 6 síncronas e 3 assíncronas. Como metodologia de pesquisa optou-se pela abordagem qualitativa. Os dados foram coletados por meio de anotações das observações durante as aulas e das respostas dos alunos a um questionário elaborado no Google Formulários. Os resultados mostraram que a utilização de ferramentas de gamificação, através da plataforma Kahoot!, promovem a participação e  a aprendizagem dos alunos e uma maior interação entre professor/estudante e estudante/estudante. Diante disso, reconhecemos a importância do professor refletir sobre sua prática pedagógica e buscar metodologias e ferramentas de ensino que possam despertar os alunos para a aprendizagem dos conceitos a serem trabalhados em sala de aula, seja ela remota ou presencial.

This work aims to present the narratives of pibidianas who developed a full participation in the Institutional Program of Scholarships for Initiation to Teaching, as well as to draw an analysis of teaching learning, with the theoretical contribution of Étienne Wenger's Community of Practice. These narratives were elaborated by three pibidianas, scholarship holders and authors of this work. Intertwining the narratives with the theory, we present as results how much the pibidianas learned from the community, whether in the interaction, strengthening the affective ties and relating with the other members. In addition, we present as results teaching learning related to the meanings constructed and negotiated in the community, which were related to the exercise of teaching and school, many of these linked to the challenges imposed by the pandemic. Finally, we present that throughout the experiences of the community, the pibidianas learned “to be” and to “become” mathematics teachers, as they identified with the profession or sought to develop a profile of educator or when they pointed out that the experiences contributed to their formation. From these results, we conclude that the program fulfilled its role of valuing the teaching profession and, also, in the training of teachers, even if it happened remotely.

In this article we aim to discuss teacher formation in the context of emergency remote teaching, based on the experiences carried out within the scope of Sociology subproject from the Institutional Scholarship Program for Teaching Initiation (Pibid), in a Formation Center for Young Adults and Elderly which is located in Maceió/AL. As a theoretical contribution, we turned to authors in the field of Education in the interface with digital information and communication technologies, aiming to guarantee to pibidians and teachers the appropriation of the necessary resources to work in the teaching of Sociology. For this, a set of formation sections were developed, promoted by the subproject with didactic workshops in order to improve teaching practice. In addition to studies, teaching materials were produced in these workshops using digital tools. The work carried out resulted in materials that significantly contributed both to the learning of EJA (Youth and Adult Education) students and to the expansion and changes in the process of teacher formation related to the use of digital technologies, meeting the pressing needs triggered by the remote teaching.

During the pandemic, the emergency situation put the educational institutions in a great challenge to ensure classes in schools. A qualitative study was undertaken in a public school in Manaus-AM by the pedagogical residence, through the monitoring of remote classes and teacher-participant in a high school class, during two (2) months whose objective was to seek an answer to the question: What are the effects of remote teaching on learning in chemistry? The results show that the tools and the potential of the internet in times of globalization do not mean new forms or pedagogical practices of teaching. In Manaus, the project "Aula em casa" was adopted to ensure access to education for all, but the difficulty of internet access was a hindrance. However, teaching in schools continued to be a reproduction of traditional teaching that was very content-based and uninteresting, which permeated an intense "atmosphere of demotivation" in the classroom and made it difficult to establish a work routine.

PIBID is a teaching initiation program linked to the Coordination for the Improvement of Higher Education Personnel (CAPES), which aims to bring licenciates students closer to their future work environment. Generally, the activities carried out by the program took place in person, where the pibidians went to schools, and were inserted into the active reality of the institution. However, with the advent of the current pandemic caused by COVID-19, all these interactions had to be rethought. For this reason, just as pedagogical strategies had to be adapted to the new reality of remote teaching, PIBID interventions took on a new format. Therefore, we developed a didactic sequence addressing the contents of Human Evolution, so that in part of this activity we used gamification as a teaching methodology, in order to make the class more attractive and fun. The didactic sequence was applied in a class of the 1st grade of high school, composed of 40 students, enrolled at Colégio Estadual Paulo Freire, located in the city of Jequié-BA. Based on the results obtained, despite the difficulties encountered along the way, we conclude that gamification benefits the learning of complex content, favors engagement and motivation, in addition to promoting social, emotional, behavioral and political development. We note, then, that these alternative methodologies are increasingly gaining ground within the school, since they bring with them the proposal to transform teaching and learning, enabling the development of the student's active role within the classroom and society.

This paper shares the report of the experiences built by three (3) chemistry residents participating in the Pedagogical Residency (PR) - subproject Chemistry at the Federal University of Amazonas. Between October 2020 and May 2021, the activities in the RP program were divided into three moments: (1) The offering of an online course on Project Based Learning (PBA), (2) Webinar and (3) The observation of remote teaching in a public school. These activities showed the residents how challenging the teaching exercise is, especially, amid the difficulties of adapting information technology to ensure school activities in the midst of a health emergency. What was observed was the teachers' lack of preparation in overcoming the situation, given the students' lack of interest and motivation. On the other hand, the training provided by RP assigned us pedagogical values to our teaching identity in relation to thinking of innovative methodologies for the classroom as well as searching for interventions aligned to pedagogical practices and the use of technology that would stimulate student motivation.

The teaching of Physical Geography in schools is a challenge for teachers, either due to the difficulty in the initial training process, caused by a separate curriculum in closed subjects, which fragment the contents and make it difficult to understand the scientific knowledge, or by the lack of pedagogical knowledge, impairing the teaching-learning process of the contents. Thus, we sought to develop, through the actions of the Institutional Program of Teaching Initiation Scholarship (PIBID), edition 2018-2020, of the subproject Geography, a work that stimulated the eyes of the freshman year students of an Integrated High School to exercise the knowledge acquired in class on the subject of relief. The work consisted of guiding and encouraging students to observe the landscape of the areas where they transit and register, through photography, the forms of relief and its modifying actions, especially those of anthropic origin. The students were encouraged to analyze the images and share the results with their classmates. The activity aimed to develop the students' perception of the landscape around them and improve their analysis capability, promoting significant educational action, as well as providing the developing teachers with a better understanding of Physical Geography and the teaching-learning process.