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

With the reality of a pandemic world, it is impossible to deny the reflexes and negative consequences in the educational context, with regard to the use of playfulness in classes that have become totally virtual, where it is only possible to see faces on a computer screen. It was possible to perceive the closeness of the family in social isolation intensifying, the routine being modified to protect everyone's health. Storytelling as a playful activity arouses curiosity, imagination, develops thinking and autonomy, as well as providing the possibility to express emotions and resolve conflicts. The project, described here, assumes that storytelling in a playful way can reconnect students to their own history, to their identity, exploring the proximity with their families from family photos, transmuting the monotonous remote teaching into a playful and more interactive class, with the objective of creating new methods and means that favor the acquisition of knowledge in distance learning, aiming to introduce them effectively, using play as a strategy to provide significant learning in the area of ​​languages . In this way, the work contributes to the encouragement of active and creative methodologies, relating the report of individual experiences to cultural exchange and recognition of the roots of each student, promoting interdisciplinarity, cognitive and social development, and combining the work developed at the University to the community in order to assist it in guidelines and activities that adapt to new times and help to innovate the school environment.

Aiming at teacher improvement, the Pedagogical Residency Program (PRP) offersundergraduate students the opportunity to experience theoretical-practical experiences aimed atteaching practice. The pandemic context, initiated as a result of COVID-19, involved severalatypical contexts. In education, the teaching-learning process was submitted to new perspectivesand adaptations, and in the midst of social distancing, remote learning gained significant space.In this bias, the objective of this research was to report and present reflections on theapplicability of activities developed remotely in the PRP linked to the State University of Alagoas(UNEAL) in partnership with Adriano Jorge State School, both located in the Arapiraca-AL city,leaving of the following issue: how has the respective program in front of remote teachingcontributed to the acquisition of knowledge and teaching practices? identifying the challengesand contributions found from the experience of a resident scholarship holder and the tutorteacher, both linked to the project. The justification for conducting this research came from theimportance that the program has in relation to teacher training, even though it is consolidated ina context that differs from that experienced in person in schools. For the methodology of thisinvestigation, descriptive qualitative research was adopted, supported by bibliographic studies.Based on this experience, it was possible to conclude that, despite being challenging, remoteteaching experienced in RP enabled the acquisition of teaching learning, enabling professionalgrowth by providing an innovative, critical and reflective look at the relationship establishedbetween student, teacher, teaching and school in pandemic reality.

Welcome to this house/address/residence constituted by affection and enchantment. Upon entering the experience narrated by this writing, we invite you to know the contributions of the Pedagogical Residency Program (RP) to teacher training during the implementation of the Literacy and Arts subproject developed at a Federal University XX. The purpose of the text is to share moments that transformed the chaotic context caused by the SARS-COV-19 contagion into hope. If a virus prevented physical permanence in classrooms, the tactic was to contaminate virtual environments. For this, a collective practice was proposed between university, school, and the students' families, in which writing, and aesthetics were intertwined. TSURU's origami, a character from Japanese culture, was chosen to represent the Tokyo/2021 Olympic Games and symbolize the sacred bird of health, luck, happiness, longevity, and fortune. The legend says that if a community folds a thousand birds, the gods grant their deepest wish. Thus, the residents' planning, in a new movement of collective contagion, was shared among the other 27 classes, comprising a total of 566 students, in order to outline the collective goal. The analysis of the results of the activity demonstrates the power of the Pedagogical Residency for initial and complementary training of academics by providing partnerships between teachers, students, and family members. We envision an experience that transcends school and university walls and/or computer screens, breaking with a fragmented pedagogical practice.  

O presente artigo tem como objetivo analisar, a partir da visão de uma docente, supervisora do Programa de Iniciação à Docência (PIBID) e de quatro bolsistas que atuaram nesse programade forma remota durante o ano letivo de 2020, as problemáticas da Educação Infantil no modelo de ensino remoto, imposto pelo cenário pandêmico que se estabeleceu no mundo desde o final de 2019, com o surgimento do Coronavirus Disease (Covid-19). Com fundamentação teórica selecionamos autores como Andrade (2010), Lévy (2010), Oliveira (2012), Kramer (2003), Freire (2002),  entre outros. Adotamos como procedimento metodológico os pressupostos da pesquisa narrativa (CLANDININ E CONNELLY, 2011) por meio da análise dos depoimentos de cinco sujeitos: uma professora e quatro pibidiano. Os resultados evidenciam que a Educação Infantil provocou na pandemia discussões significativas que corroboraram para tencionar um novo pensar sobre os desafios e as qualificações que as novas formas de ensinar e de aprender com as tecnologias oportunizaram na pandemia.

The scenario experienced in the world due to the COVD-19 pandemic further affected teaching andespecially public schools, which previously faced great structural and pedagogical difficulties. In this newcontext, emergency remote teaching has made schools, teachers and students migrate to digital media,causing great challenges, considering the restricted knowledge in the use of technologies, accessibilityand basic conditions of equipment and structure. Some public schools in Pelotas/RS, especially themunicipal ones, have been without the use of formal teaching platforms since the beginning of thepandemic, resulting in the distancing of students from school institutions and, consequently, reducingthe bond between students and teachers. This article aims to report the experience in organizing asynchronous activity in the Live format/review of Biology concepts and its contribution to minimizing thegaps in the ERE and bringing students closer to the school. The Live format for review classes was ofgreat importance to the school community, as without a formal teaching platform this was a way ofcarrying out synchronous activities with students, indicating that simple interventions can minimize thegaps and obstacles that the pandemic caused to basic education.

This work presents the analysis of the use of music in Early Childhood Education; highlighting the experience of the Institutional Program for Teaching Initiation Scholarships (PIBID). We propose a reflection on the importance and contribution to the child's development, in addition to observing the presence of music in pedagogical planning and practices. The research had a qualitative approach, with an emphasis on participatory research, arising from the experience in 2017. Data collection took place in two stages: observation and application of a questionnaire. In addition to performing a documentary analysis of the National Curriculum Framework for Early Childhood Education (RCNEI, 1998), the National Curriculum Guidelines for Early Childhood Education (DCNEI, 2010) and the Common National Curriculum Base (BNCC, 2018), we sought to verify how music is evidenced in those documents. There are several ways to use music in this space as long as it is contextualized in order to contribute to the child's integral development. It is concluded that from the planning and teaching practice it is possible to turn music into an active pedagogical instrument in the Kindergarten classroom.

Social inclusion is a topic of paramount importance, especially in the academic sphere, where all students have the right to a quality and egalitarian education; in this sense, educational tools become great allies and provide effective learning. Among the technological tools, the podcast stands out, widely used during emergency remote teaching, which is efficient for students with visual impairments because it is an audio mechanism. Analyzing this context, this work aimed to report the experience of using podcasts for a visually impaired student from December 2020 to January 2021. The recorded contents were taken from the Tutored Study Plan, prepared by the Government of Minas and the podcast was sent through the Whatsapp application. This action made the teaching-learning process effective, provided quality inclusion, ensured that the students' cognitive needs were met, expanding their interaction and interest, and also contributed in a very positive way to the personal and academic training of the residents.

O presente estudo tem como objetivo apresentar a experiência adquirida ao longo da aplicação do Programa de Residência Pedagógica em uma escola da rede pública de ensino, ofertado pela Universidade Federal do Amazonas – UFAM. As observações, aplicações didáticas e projeto de intervenção, ocorreram em uma escola pública integral da rede estadual de ensino, localizado na zona norte de Manaus e em todas as três séries do Ensino Médio. O estudo é de cunho descritivo, apresentando uma abordagem qualitativa tendo como método a observação como metodologia de pesquisa. Através da vivência escolar foi possível constatar algumas dificuldades relatadas por professores e alunos por conta da grande pandemia que assolou em nossa atualidade, problemas esses que afetam relativamente a relação aluno/professor e ensino/aprendizagem. Desse modo, obteve-se experiências através do Programa de Residência Pedagógica aplicado na escola, de forma a contribuir para experiência e melhoria na prática docente-administrativa do residente e na relação aluno/professor.  

Este trabalho objetiva, num contexto geral, analisar as estratégias didático-metodológicas utilizadas na formação inicial de professores de Geografia por meio da atuação do subprojeto “A interdisciplinaridade na formação da identidade docente: uma relação do programa residência pedagógica com o estágio curricular supervisionado em Geografia na UNEAL”, executado no Campus I da Universidade Estadual de Alagoas em parceria com a Escola Estadual Professor Pedro de França Reis em Arapiraca/AL, no período de trabalho remoto, no contexto da pandemia do Covid-19.  Para o cumprimento desse objetivo, alguns  mais específicos foram adotados, tais como: identificar as estratégias metodológicas utilizadas na atuação do PRP, por meio dos relatos dos residentes; compreender a interface entre essas estratégias e o cumprimento dos objetivos do PRP; e inferir sobre o papel dessas estratégias e seus impactos na formação inicial de professores de Geografia. O cumprimento dos objetivos geral e específicos se dão sob a execução de uma pesquisa do tipo qualitativa, com abordagem metodológica de estudo de caso. Esse estudo de caso teve como público-alvo os licenciandos (residentes) envolvidos em um subprojeto de Geografia, já mencionado, do Campus I da UNEAL. A técnica de coleta de dados utilizada foi a aplicação de questionário pelo Google Forms e a de análise foi a análise de conteúdo. A estrutura deste trabalho está dividida em tópicos que se dividem em: introdução; metodologia; resultados e discussões; e conclusão.

This article is the result of a microclass experience, carried out for students of the 9th year of elementary school, from the José Bezerra da Silva Municipal School, located in the Municipality of Delmiro Gouveia - AL. Contact with basic education students took place through the Pedagogical Residency Program, which provided us with this stage different from the other models offered to History undergraduates. With the advent of the COVID-19 pandemic, Brazilian schools have adopted remote teaching with the use of technological resources as an alternative so that students do not fail to receive the necessary knowledge for their personal development. In our microclass we approach the subject of the Russian Revolution, with the aim of stimulating critical reflection, inducing thinking about the remarkable events that happened at the time and their influences on the geopolitical organization of contemporaneity. We found that elementary school students, even with so many problems regarding connection and inadequate devices to attend classes, did not stop studying or participating on the days and times scheduled. Thus, we were successful in attracting students' attention in front of a computer or cell phone, where this was one of the biggest challenges faced by teachers at this time of pandemic.