Remote pedagogical residence in pandemic times of a pedagogy course from a university campus in the interior of Rio de Janeiro, Brazil

Amanda Oliveira  Rabelo

doi:10.59400/fes1876

Remote pedagogical residence in pandemic times of a pedagogy course from a university campus in the interior of Rio de Janeiro, Brazil

Amanda Oliveira Rabelo Universidade Federal Rural do Rio de Janeiro, Seropédica 23890-000, Brazil

Article ID: 1876

DOI: https://doi.org/10.59400/fes1876

Keywords: pedagogical residency program; pedagogical practice; pandemic of Covid-19; pre-service teachers

Abstract

This article aims to discuss in an experience report the activities developed through the Pedagogical Residency Program for literacy of the Pedagogy course at UFF (Universidade Federal Fluminense) at INFES (Instituto Noroeste Fluminense de Educação Superior-Northwest Fluminense Institute of Higher Education) located in Santo Antônio de Pádua/Rio de Janeiro/Brazil, which due to the Covid-19 pandemic, it started to be carried out remotely, in a virtual context, using digital technologies. We will describe the context and activities that were carried out within this new reality. In conclusion, we argue that pedagogical residency program has been of paramount importance for the education of future pedagogues, bringing the possibility of studying and researching in depth about literacy and different ways of working activities that are meaningful and creative for children.

References

[1]BRAZIL. Pedagogical Residency Program (Portuguese). Available online: http://www.capes.gov.br/educacao-basica/programa-residencia-pedagogica (accessed on 2 June 2024).

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[4]Rabelo A, Monteiro AM. Support for early career teachers: Impacts on the professional induction of teachers in the teacher residency program of Pedro II school. Educação em revista. 2021; 37: 1–17.

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Published

2024-12-20

How to Cite

Rabelo, A. O. (2024). Remote pedagogical residence in pandemic times of a pedagogy course from a university campus in the interior of Rio de Janeiro, Brazil. Forum for Education Studies, 3(1), 1876. https://doi.org/10.59400/fes1876

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