Abstract

LIMA, Ériton Luís Véras  and  FRANCO, Roberto Kennedy Gomes. THE PEDAGOGICAL RESIDENCY PROGRAM/HISTORY/UNILAB/CE IN TIMES OF THE COVID/19 PANDEMIC: TEACHER TRAINING IN A HISTORICAL-EDUCATIONAL PERSPECTIVE. Revista LES [online]. 2024, vol.28, n.58, 5366.  Epub Mar 28, 2025. ISSN 2526-8449.  https://doi.org/10.26694/rles.v28i58.5366.

In the text, we point out a synthesis of our investigative work being developed in the Interdisciplinary

Master's Program in Humanities, at the University of International Integration of Afro-Brazilian Lusofonia/MIH/Unilab/CE. Starting from the perspective where the teacher also needs to become an education worker, this article aims to analyze the experiences carried out by students studying the degree course in History at UNILAB-CE located in Redenção - CE. The teachers in training participated in the Pedagogical Residency Program-CAPES from 2020 to 2022 and published an ebook with their experiences in the field school. In the light of historical-dialectical materialism, we seek to analyze in a conjunctural way the experiences and challenges portrayed in the ebook, problematizing both the PRP-CAPES and the structural problems that permeate education. Our analyzes wish, dialectically, to problematize the Pedagogical Residency Program-CAPES/UNILAB/CE in times of the COVID-19 pandemic, seeking to understand the consequence of this situation for the Program, in addition to the mandatory remote teaching, which intensified the precariousness of teaching and affected the process of teaching/learning and the teaching training of students. Previously, we sought to understand how the experiences lived by residents in rural schools encouraged the implementation of Law 11.645/08, which deals with the mandatory teaching of Afro-Brazilian History and Indigenous Peoples. Our conclusions, after analysis, led us to first consider the worsening of educational problems, both structural and in the teaching-learning process, for the PRP, for the training of teachers and students in rural schools. However, we can observe that several teaching strategies such as study groups and debates were developed to minimize the effects of the lived context.

Keywords : Pedagogical Residency Program; COVID-19; Teaching History; Law 11,645/08; Experiences.

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