<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2526-8449</journal-id>
<journal-title><![CDATA[Linguagens, Educação e Sociedade (LES)]]></journal-title>
<abbrev-journal-title><![CDATA[Revista LES]]></abbrev-journal-title>
<issn>2526-8449</issn>
<publisher>
<publisher-name><![CDATA[Universidade Federal do Piauí]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2526-84492024000300108</article-id>
<article-id pub-id-type="doi">10.26694/rles.v28i58.5366</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[O PROGRAMA RESIDÊNCIA PEDAGÓGICA/HISTÓRIA/UNILAB/CE EM TEMPOS DA PANDEMIA DE COVID/19: A FORMAÇÃO DOCENTE EM PERSPECTIVA HISTÓRICO-EDUCATIVA]]></article-title>
<article-title xml:lang="en"><![CDATA[THE PEDAGOGICAL RESIDENCY PROGRAM/HISTORY/UNILAB/CE IN TIMES OF THE COVID/19 PANDEMIC: TEACHER TRAINING IN A HISTORICAL-EDUCATIONAL PERSPECTIVE]]></article-title>
<article-title xml:lang="es"><![CDATA[EL PROGRAMA DE RESIDENCIA PEDAGÓGICA/HISTÓRIA/UNILAB/CE EN TIEMPOS DE PANDEMIA COVID/19: LA FORMACIÓN DOCENTE DESDE UNA PERSPECTIVA HISTÓRICO-EDUCATIVA]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Lima]]></surname>
<given-names><![CDATA[Ériton Luís Véras]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Franco]]></surname>
<given-names><![CDATA[Roberto Kennedy Gomes]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade da Integração Internacional da Lusofonia Afro-Brasileira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade da Integração Internacional da Lusofonia Afro-Brasileira  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>09</month>
<year>2024</year>
</pub-date>
<volume>28</volume>
<numero>58</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2526-84492024000300108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2526-84492024000300108&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2526-84492024000300108&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[RESUMO No texto, apontamos uma síntese de nosso trabalho investigativo em desenvolvimento no Programa de Mestrado Interdisciplinar em Humanidades, da Universidade da Integração Internacional da Lusofonia Afro-Brasileira/MIH/Unilab/CE. Partindo da perspectiva onde o professor também precisa tornar-se trabalhador da educação este artigo objetiva-se analisar as experiencias realizadas pelos estudantes em formação do curso em licenciatura em História da UNILAB-CE localizada em Redenção - CE. Os docentes em formação participaram do Programa Residência Pedagógica-CAPES nos anos de 2020 à 2022 e publicaram um ebook com suas experiências na escola-campo. A luz do materialismo histórico-dialético buscamos analisar de forma conjuntural as experiências e desafios retratadas no ebook, problematizando tanto o PRP-CAPES quanto os problemas estruturais que percorrem a educação. Nossas análises, desejam, dialeticamente, problematizar o Programa Residência Pedagógica-CAPES/UNILAB/CE em tempos pandêmicos do COVID-19, buscando compreender a consequência dessa conjuntura para o Programa somado a obrigatoriedade do ensino remoto intensificou a precarização do ensino e afetou o processo de ensino/aprendizagem e a formação docente dos estudantes. Outrora, procuramos entender como as experiências vividas pelos residentes nas escolas-campo fomentaram a implementação da Lei 11.645/08 que trata da obrigatoriedade do ensino de História Afro-brasileira e Povos indígenas. Nossas conclusões, após análises, nos levaram a considerar primeiramente o agravamento dos problemas educacionais, tanto estruturais quanto no processo de ensino-aprendizagem, para o PRP, para a formação dos docentes e os alunos das escolas-campo. Contudo podemos observar que várias estratégias didáticas como grupos de estudos e debates foram desenvolvidas para minimizar os efeitos do contexto vivido.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[ABSTRACT 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.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[RESUMEN En el texto, destacamos una síntesis de nuestro trabajo investigativo desarrollado en la Maestría Interdisciplinaria en Humanidades, de la Universidad de Integración Internacional de la Lusofonia Afrobrasileña/MIH/Unilab/CE. Partiendo de la perspectiva donde el docente también necesita convertirse en trabajador de la educación, este artículo tiene como objetivo analizar las experiencias realizadas por estudiantes de la carrera de Historia de la UNILAB-CE ubicada en Redenção - CE. Los docentes en formación participaron del Programa de Residencia Pedagógica-CAPES de 2020 a 2022 y publicaron un libro electrónico con sus experiencias en la escuela de campo. A la luz del materialismo históricodialéctico, buscamos analizar de manera coyuntural las experiencias y desafíos retratados en el libro electrónico, problematizando tanto el PRP-CAPES como los problemas estructurales que permean la educación. Nuestros análisis desean, dialécticamente, problematizar el Programa de Residencia Pedagógica-CAPES/UNILAB/CE en tiempos de la pandemia COVID-19, buscando comprender las consecuencias de esta situación para el Programa, además de la enseñanza remota obligatoria, que intensificó la precarización de la enseñanza y afectó el proceso de enseñanza/aprendizaje y la formación docente de los estudiantes. Previamente, buscamos comprender cómo las experiencias vividas por los residentes en escuelas rurales alentaron la implementación de la Ley 11.645/08, que trata de la enseñanza obligatoria de la Historia Afrobrasileña y de los Pueblos Indígenas. Nuestras conclusiones, luego del análisis, nos llevaron a considerar en primer lugar el agravamiento de los problemas educativos, tanto estructurales como en el proceso de enseñanza-aprendizaje, para el PRP, para la formación de docentes y estudiantes de las escuelas rurales. Sin embargo, podemos observar que varias estrategias de enseñanza, como grupos de estudio y debates, se desarrollaron para minimizar los efectos del contexto vivido.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Programa Residência Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[COVID-19]]></kwd>
<kwd lng="pt"><![CDATA[Ensino de História]]></kwd>
<kwd lng="pt"><![CDATA[Lei 11.645/08]]></kwd>
<kwd lng="pt"><![CDATA[Experiências]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Residency Program]]></kwd>
<kwd lng="en"><![CDATA[COVID-19]]></kwd>
<kwd lng="en"><![CDATA[Teaching History]]></kwd>
<kwd lng="en"><![CDATA[Law 11,645/08]]></kwd>
<kwd lng="en"><![CDATA[Experiences]]></kwd>
<kwd lng="es"><![CDATA[Programa de Residencia Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[COVID-19]]></kwd>
<kwd lng="es"><![CDATA[Enseñanza de la Historia]]></kwd>
<kwd lng="es"><![CDATA[Ley 11.645/08]]></kwd>
<kwd lng="es"><![CDATA[Experiencias]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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