Banca de DEFESA: ELISANE BARBOSA DE ARAUJO

TEACHER TRAINING AND PEDAGOGICAL RESIDENCE: REFLECTIONS ON THE USE OF DIGITAL TECHNOLOGIES AND LITERACY PRACTICES DURING THE COVID-19 PANDEMIC

Pedagogical Residency. Remote Teaching. Literacy. Uses of Digital Technologies. Teacher training.

This study linked to the project “Digital technologies, beliefs and teaching: reflections on the continued training of teachers/literacy teachers of the Pedagogical Residency Program” aimed to analyze the perceptions of preceptors and residents of the subproject in the area of Literacy linked to the Pedagogical Residency Program (PRP ) from the Federal University of Alagoas (UFAL), 2020-2022 edition, in relation to literacy practices and the uses of digital technologies during the Covid-19 pandemic. The theoretical foundation of this research is based on studies by Soares (1985, 2001, 2003, 2004a, 2004b), Marinho (2010), Souza, Meniconi and Gomes (2022), Colello (2021), Gatti and Barreto (2009), Coscarelli (2016) and Ribeiro (2021), among others. This is a qualitative research (YIN, 2016) that is part of the area of Education at the interface with Applied Linguistics aimed at teacher training and that uses the following data collection instruments: questionnaires, document analysis and interviews. From the reports of the participants in this research, it was identified that there were several challenges related to remote teaching, such as: difficulty in accessing quality internet, lack of possession of technological resources and lack of control over the uses of digital technologies. These difficulties impacted the development of residents' internships and the pedagogical work of preceptors, considering the limitations of literacy practices and the literacy process in a digital context. In non-face-to-face teaching activities, pedagogical mediation was somehow compromised, whether due to internet connection problems, the lack of direct contact with the children or the difficulty for them to remain in front of the screens during synchronous activities. Remote teaching experiences thus highlighted the importance of the face-to-face interactional process and the teacher's measurement of literacy practices and written language learning. From the analysis and discussion of the data, it is understood that digital technologies and the use of the internet were relevant for carrying out non-face-to-face teaching activities, as well as for the execution of training meetings, actions aimed at school management and pedagogical intervention within the scope of the PRP. However, digital technologies alone do not replace the relevance of teacher mediation in their students' reading and writing practices. Finally, the importance of the Pedagogical Residency Program in the training process of residents and preceptors is reinforced, with the aim of providing dialogue between initial training and continued training, while internship experiences are based on the relationship between theoretical knowledge produced at the university and the pedagogical practice experienced on the “floor” of schools, in the daily classroom.