<?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>2448-3583</journal-id>
<journal-title><![CDATA[Educação & Formação]]></journal-title>
<abbrev-journal-title><![CDATA[Educ. Form.]]></abbrev-journal-title>
<issn>2448-3583</issn>
<publisher>
<publisher-name><![CDATA[Universidade Estadual do Ceará]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2448-35832022000100104</article-id>
<article-id pub-id-type="doi">10.25053/educ.form.v7.e7342</article-id>
<title-group>
<article-title xml:lang="pt"><![CDATA[Formação prática na Residência Pedagógica em tempos de pandemia: reflexões sobre contribuições e aperfeiçoamento]]></article-title>
<article-title xml:lang="es"><![CDATA[Formación práctica en Residencia Pedagógica en tiempos de pandemia: reflexiones sobre aportes y superación]]></article-title>
<article-title xml:lang="en"><![CDATA[Practical training in Pedagogical Residency in times of pandemic: reflections on contributions and improvement]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Tardin]]></surname>
<given-names><![CDATA[Heitor Perrud]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Romero]]></surname>
<given-names><![CDATA[Luiz Rogério]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidade Estadual Paulista  ]]></institution>
<addr-line><![CDATA[São Paulo SP]]></addr-line>
<country>Brazil</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>00</month>
<year>2022</year>
</pub-date>
<volume>7</volume>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_arttext&amp;pid=S2448-35832022000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_abstract&amp;pid=S2448-35832022000100104&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://educa.fcc.org.br/scielo.php?script=sci_pdf&amp;pid=S2448-35832022000100104&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="pt"><p><![CDATA[Resumo O Programa Residência Pedagógica se apresenta nos últimos anos como uma iniciativa para contribuir com a formação inicial, principalmente promovendo a prática e o contato dos licenciandos com seu futuro local de trabalho e professores atuantes. No entanto, o grave cenário pandêmico causado pela Covid-19 influenciou o cenário educacional em proporções globais e, com isso, a formação prática foi prejudicada. Possui como objetivo analisar as contribuições do primeiro módulo do Programa Residência Pedagógica 2021 para a formação profissional dos residentes, além de descrever sobre os avanços e retrocessos em relação às mudanças do novo edital, considerando os efeitos da Pandemia de Covid-19 dentro desse processo. Conclui-se que, apesar dos obstáculos impostos, o Programa foi crucial para os residentes, pois o contato direto (mesmo que remoto) com os preceptores foi essencial para expandirem seu &#8220;repertório de saberes&#8221; e se prepararem para o futuro. Outro ponto destacado foi a troca de experiências entre os pares, colaborando para a solução de problemas envolvendo aulas a distância e socialização de saberes.]]></p></abstract>
<abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El Programa de Residencia Pedagógica se ha presentado en los últimos años como una iniciativa para contribuir a la formación inicial, fomentando principalmente la práctica y el contacto de los estudiantes de grado con su futuro laboral y docente en activo. Sin embargo, el grave escenario de pandemia provocado por el Covid-19 influyó en el escenario educativo en proporciones globales y, con ello, se perjudicó la formación práctica. Tiene como objetivo analizar los aportes del primer módulo del Programa de Residencia Pedagógica 2021 a la formación profesional de los residentes, además de describir los avances y retrocesos en relación a los cambios del nuevo aviso público, considerando los efectos del Covid-19 dentro de esse proceso. Se concluye que, a pesar de los obstáculos impuestos, el Programa fue fundamental para los residentes, ya que el contacto directo (aunque remoto) con los preceptores fue fundamental para ampliar su &#8220;repertorio de conocimientos&#8221; y prepararse para el futuro. Otro punto destacado fue el intercambio de experiencias entre pares, colaborando para resolver problemas que involucran clases a distancia y socialización de conocimientos.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The Pedagogical Residency Program has been presented in recent years as an initiative to contribute to initial training, mainly promoting the practice and contact of undergraduates with their future workplace and active teachers. However, the serious pandemic scenario caused by Covid-19 influenced the educational scenario in global proportions, and with that the practical training was harmed. It aims to analyze the contributions of the first module of the Pedagogical Residency Program 2021 to the professional training of residents, in addition to describing the advances and setbacks in relation to the changes of the new public notice considering the effects of the Covid-19 pandemic within this process. It is concluded that despite the obstacles imposed, the Pedagogical Residency Program was crucial for the residents, as the direct contact (even if remote) with the preceptors was essential to expand their &#8220;repertoire of knowledge&#8221; and prepare for the future. Another point highlighted was the exchange of experiences between peers, collaborating to solve problems involving distance classes and socialization of knowledge.]]></p></abstract>
<kwd-group>
<kwd lng="pt"><![CDATA[Residência Pedagógica]]></kwd>
<kwd lng="pt"><![CDATA[formação de professores]]></kwd>
<kwd lng="pt"><![CDATA[pandemia Covid-19]]></kwd>
<kwd lng="pt"><![CDATA[prática docente]]></kwd>
<kwd lng="es"><![CDATA[Residencia Pedagógica]]></kwd>
<kwd lng="es"><![CDATA[formación de profesores]]></kwd>
<kwd lng="es"><![CDATA[pandemia de Covid-19]]></kwd>
<kwd lng="es"><![CDATA[práctica docente]]></kwd>
<kwd lng="en"><![CDATA[Pedagogical Residence]]></kwd>
<kwd lng="en"><![CDATA[teacher training]]></kwd>
<kwd lng="en"><![CDATA[Covid-19 pandemic]]></kwd>
<kwd lng="en"><![CDATA[teaching practice]]></kwd>
</kwd-group>
</article-meta>
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