<?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>1519-3993</journal-id>
<journal-title><![CDATA[Revista de Educação PUC-Campinas]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Puc.]]></abbrev-journal-title>
<issn>1519-3993</issn>
<publisher>
<publisher-name><![CDATA[Programa de Pós-Graduação em Educação da Pontifícia Universidade Católica de Campinas]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S1519-39932024000100107</article-id>
<article-id pub-id-type="doi">10.24220/2318-0870v29a2024e12776</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Narrativas Digitais no contexto amazônico: experiências de formação docente em grupos de WhatsApp]]></article-title>
<article-title xml:lang="en"><![CDATA[Digital Narratives on the Amazon context: teacher training experiences on WhatsApp groups]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Almeida]]></surname>
<given-names><![CDATA[Whasgthon Aguiar de]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Barradas]]></surname>
<given-names><![CDATA[Raimundo de Jesus Teixeira]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Silva]]></surname>
<given-names><![CDATA[William Costa da]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="A01">
<institution><![CDATA[,Universidade do Estado do Amazonas Escola Normal Superior Programa de Pós-Graduação em Educação]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A02">
<institution><![CDATA[,Universidade do Estado do Amazonas Escola Superior de Artes e Turismo ]]></institution>
<addr-line><![CDATA[Manaus AM]]></addr-line>
<country>Brasil</country>
</aff>
<aff id="A03">
<institution><![CDATA[,Universidade do Estado do Amazonas Centro de Estudos Superiores de Tefé ]]></institution>
<addr-line><![CDATA[Tefé AM]]></addr-line>
<country>Brasil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2024</year>
</pub-date>
<volume>29</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S1519-39932024000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S1519-39932024000100107&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S1519-39932024000100107&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O texto em questão retrata uma experiência formativa ocorrida no ápice da pandemia da COVID-19, no componente curricular Estágio II, durante um semestre letivo em uma turma do Curso de Pedagogia, do Centro de Estudos Superiores de Tefé da Universidade do Estado do Amazonas. No Centro de Estudos as aulas foram interrompidas por cinco meses e retornaram no formato remoto em agosto de 2020. Entretanto, nas cidades do interior do Amazonas, dentre elas Tefé, não foi possível utilizarmos plataformas como AVA (Ambiente Virtual de Aprendizagem), Google Meet, Zoom etc., restou-nos como única alternativa viável ministrar as aulas usando o aplicativo WhatsApp. Ao longo deste trabalho evidenciaremos o processo didático-pedagógico desenvolvido, apontando as impressões dos acadêmicos abrangidos nas atividades relacionadas às reflexões do professor da disciplina, à luz de teorias que sustentam o Método Narrativo. Por fim, apresentamos os resultados das atividades teóricas e práticas realizadas nesse período, destacando suas limitações e fortalezas, além de indicar possibilidades para o trabalho remoto no pós-pandemia.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The present text portrays a teacher training experience that took place at the COVID-19 pandemic outbreak&#8217;s peak in the Internship II classes of the Pedagogy Undergraduate program at the Center for Higher Studies of Tefé, at the State University of Amazonas. At Center for Higher Studies of Tefé/State University of Amazonas, classes were interrupted for five months and returned in remote format in August 2020. However, in some cities in the interior of the Amazonas State, including Tefé, we couldn&#8217;t use platforms such as AVA (Virtual Learning Environment), Google Meet, Zoom, etc., so WhatsApp was the only viable alternative to keep teaching classes. Throughout this text, we will highlight how the didactic-pedagogical process was developed, pointing out the students&#8217; perspectives on behalf of the teacher&#8217;s reflections, based on the theories that support the Narrative Method. Finally, we present the results of the theoretical and practical activities carried out during this period, highlighting their limitations and strengths, and indicating possibilities for remote work in the post-pandemic.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Ensino remoto]]></kwd>
<kwd lng="pt"><![CDATA[Estágio docente]]></kwd>
<kwd lng="pt"><![CDATA[Formação de professores]]></kwd>
<kwd lng="en"><![CDATA[Remote teaching]]></kwd>
<kwd lng="en"><![CDATA[Teaching internship]]></kwd>
<kwd lng="en"><![CDATA[Teacher training]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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