O programa residência pedagógica no núcleo da matemática dentro contexto do ensino remoto

Abstract

This work presents deals with a research that aimed to understand how the adaptation of the Pedagogical Residency Program to remote teaching within the Mathematics Nucleus of Campus Bagé was made. It is a qualitative research with data produced from three research subjects, which are: the Institutional Coordinator of the Pedagogical Residency Program, the Area Coordinator of the Mathematics Nucleus and me, acting as a volunteer resident and as a participating researcher. Data production happened during the second semester of 2020, during the activities of the Program and, in the sequence, triangulation and analysis were performed. In this research, I observed how did the Institutional Project relation was adapted to the Covid-19 pandemic, the interaction between the University and Field School during the remote teaching at the Mathematics Nucleus of the Physics, Chemistry and Mathematics Subproject. The adaptations created by the new teaching environment in which the residents sought new forms of interactions, articulating theory and practice, produced meanings in the learning process through reflective practice and approximated residents to a more humanized teaching.