The educational residency program in times of pandemics

Theoretical-practical notes on the use of technological resources in teacher training

Authors

  • Vilma Luísa Siegloch Barros Federal Institute of Education, Science and Technology of Acre/IFAC , Instituto Federal de Educación, Ciencia y Tecnología de Acre/IFAC , Instituto Federal de Educação, Ciência e Tecnologia do Acre/IFAC https://orcid.org/0000-0001-5069-9831
  • Mara Rykelma da Costa Silva Federal Institute of Education, Science and Technology of Acre/IFAC , Instituto Federal de Educación, Ciencia y Tecnología de Acre/IFAC , Instituto Federal de Educação, Ciência e Tecnologia do Acre/IFAC https://orcid.org/0000-0003-2798-1534
  • Josefina D. Barrera Kalhil Amazonas State University/UEA , Universidade Estadual de Amazonas/UEA , Universidade Estadual do Amazonas/UEA https://orcid.org/0000-0003-1470-7608
  • Cilene Maria Lima Antunes Maciel University of Cuiabá/UNIC , Universidad de Cuiabá/UNIC , Universidade de Cuiabá/UNIC https://orcid.org/0000-0003-4606-802X
  • José Júlio César do Nascimento Araújo Federal Institute of Education, Science and Technology of Acre/IFAC , Instituto Federal de Educación, Ciencia y Tecnología de Acre/IFAC , Instituto Federal de Educação, Ciência e Tecnologia do Acre/IFAC https://orcid.org/0000-0003-1045-3284

DOI:

https://doi.org/10.24979/ambiente.v1i1.1078

Keywords:

Teacher Training;, Remote Teaching;, Digital Technologies;, Graduation in Mathematics.

Abstract

This paper aims to share the experiences of the Pedagogical Residency Program (PRP) in times of pandemic. The schools involved are located in the city of Rio Branco, state of Acre, two of which are state public schools and one a campus of the Instituto Federal do Acre - IFAC. The sample is composed of three preceptor teachers from the field schools, 24 scholarship students and 6 volunteers. The theoretical basis is guided by Bachelard (1996), Pimenta and Lima (2004), Nóvoa (1992), Tardif (2010), Garcia (2020), among others. The analysis follows the methodological paths of dialectics (SÁNCHEZ GAMBOA, 1998) and qualitative research. The bibliographic research is non-systematic/narrative research and selected based on the issues raised during the discussion presented. The actions developed in each module of the Program are described, providing understanding of the process experienced at this time when uncertainties and fear were present daily in the routine of teachers and students due to the pandemic that ravaged the world.  The results point to a resignification and reformulation of the curricular structures of the Higher Education degrees in Mathematics, seeking to bring theory and practice closer together.  

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Author Biographies

  • Vilma Luísa Siegloch Barros , Federal Institute of Education, Science and Technology of Acre/IFAC, Instituto Federal de Educación, Ciencia y Tecnología de Acre/IFAC, Instituto Federal de Educação, Ciência e Tecnologia do Acre/IFAC

    Doctoral student in Science and Mathematics Education at the Amazon Science and Mathematics Education Network at the State University of Amazonas/UEA. Master in Science and Mathematics Teaching from the Federal University of Acre/UFAC. Degree in Mathematics from the Federal University of Acre/UFAC. Professor at the Federal Institute of Education, Science and Technology of Acre/IFAC.

  • Mara Rykelma da Costa Silva, Federal Institute of Education, Science and Technology of Acre/IFAC, Instituto Federal de Educación, Ciencia y Tecnología de Acre/IFAC, Instituto Federal de Educação, Ciência e Tecnologia do Acre/IFAC

    Doctoral student in Science and Mathematics Education at the Amazon Science and Mathematics Education Network (REAMEC) at the State University of Amazonas/UEA. Master in Mathematics (ProfMat) from the Federal University of Acre/UFAC. Degree in Mathematics from the Federal University of Acre/UFAC. Professor at the Federal Institute of Education, Science and Technology of Acre/IFAC.

  • Josefina D. Barrera Kalhil, Amazonas State University/UEA, Universidade Estadual de Amazonas/UEA, Universidade Estadual do Amazonas/UEA

    Post-doctorate in Didactics of Physics, Mexico. Doctorate in Pedagogical Sciences (Education) from the University of Havana. Master's in Higher Education Sciences from the University of Matanzas, Cuba (Approved by the Federal University of Bahia). Graduated in Physics, in Matanzas, Cuba. Professor at the State University of Amazonas - UEA, Manaus, Brazil.

  • Cilene Maria Lima Antunes Maciel, University of Cuiabá/UNIC, Universidad de Cuiabá/UNIC, Universidade de Cuiabá/UNIC

    Post-Doctorate in Teaching at the Universidade Norte do Paraná - UNOPAR. PhD in Innovation and Educational System from the Autonomous University of Barcelona. Master in Innovation and Educational System from the Autonomous University of Barcelona- UAB. Degree in Pedagogy from the Pontifical Catholic University of Goiás. Professor at the University of Cuiabá/UNIC.

  • José Júlio César do Nascimento Araújo, Federal Institute of Education, Science and Technology of Acre/IFAC, Instituto Federal de Educación, Ciencia y Tecnología de Acre/IFAC, Instituto Federal de Educação, Ciência e Tecnologia do Acre/IFAC

    Doctor in Education from the Federal University of Amazonas. Leader of the Research Group: Observatory of Teacher Training in Federal Institutes. Professor at the Professional Master's Program in Professional and Technological Education (ProfEpT) Professor at the Federal Institute of Acre.

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Capa do dossiê Caminhos para a educação em Ciências e Matemática na Amazônia

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Published

2022-07-28

Issue

2022: Dossier: Pathways to Science and Mathematics Education in the Amazon

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Dossiers

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Copyright (c) 2022 Vilma Luísa Siegloch Barros, Mara Rykelma da Costa Silva, Josefina Barrera Kalhil, Cilene Maria Lima Antunes Maciel, José Júlio César do Nascimento Araújo

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How to Cite

The educational residency program in times of pandemics: Theoretical-practical notes on the use of technological resources in teacher training. Ambiente: Gestão e Desenvolvimento, [S. l.], p. 108–119, 2022. DOI: 10.24979/ambiente.v1i1.1078. Disponível em: https://periodicos.uerr.edu.br/index.php/ambiente/article/view/1078. Acesso em: 9 mar. 2026.

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