As propostas pedagógicas dos residentes do Programa Residência Pedagógica em tempos de pandemia

Abstract

With the rapid spread of Covid-19, there is a need to adhere to physical distance, which resulted in the stoppage of educational activities in the face-to-face modality. In education, with physical isolation and the suspension of face-to-face activities, it became necessary to adopt emergency remote activities as a protective measure, thus challenging the school and the entire educational environment to re-signify practices for the current context. In this context, the research aimed to understand, from the actions of remote activities, how the pedagogical proposals developed by the residents, who work in the Pedagogical Residency Program, integrated the playful and favored the child's participation. The study is based on the assumptions of qualitative research and we adopted the Case Study approach. The focus group was the device used for the production of information, in which we dialogued with four residents who integrated the Pedagogical Residency Program of the Pedagogy course, at the Federal University of Sergipe, Campus Prof. Alberto Carvalho. For the analysis of the data produced with the focus group, we adopted the Discursive Textual Analysis (MORAES, GALIAZZI, 2011), which the researcher attributes meanings to the information produced in the field, articulating with the theoretical basis. As a result, the study indicates that the development of playful practices in the Pedagogical Residency Program, during the period of remote activities, generally favored the teaching-learning process, as well as the participation of children, since it is through the use of playful activities. in the educational practice that becomes necessary, as it helps children to learn in a light and pleasant way.