Language teacher education in emergency remote teaching context
challenges and potentials of Programa de Residência Pedagógica
DOI:
https://doi.org/10.5433/2237-4876.2024v27n1p24-38Keywords:
Praxis, Emergency Remote Teaching, Pedagogical Residency ProgramAbstract
This article aims to investigate the perceptions and practices of student-teachers of Programa de Residência Pedagógica (RP) who were part of an interdisciplinary project of two Languages courses at the Federal Rural University of the Semi-Arid Region (UFERSA), in the context of Emergency Remote Teaching (ERT). The corpus of research data emerged from evaluation questionnaires, as well as experience reports handed in at the end of RP. The purpose of the analysis was to investigate the challenges and potentialities experienced by the residents and what their narratives reveal in order to understand the impact of the RP on the initial education of language teachers. In theoretical terms, we discussed teacher education based on the epistemology of praxis (PIMENTA, 2012; PIMENTA & LIMA, 2004; SACRISTÁN, 1999). The results show the educational potential of the RP based on the mobilization of theoretical and practical knowledge for the creation of teaching strategies in the emergency context, as well as the challenges during the implementation of teaching practices based on the online dynamics of ERT.
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PIMENTA, Selma Garrido. O estágio na formação de professores: unidade entre teoria e prática?SãoPaulo: Cortez,2012.
PIMENTA, Selma Garrido; LIMA, Maria Socorro Lucena. Estágio e docência. SãoPaulo: Cortez, 2004.
SACRISTÁN, Gimeno. Poderes instáveis em educação. Porto Alegre: ARTMEDSul,1999.
SHULMAN, Lee.The wisdom of practice: essas on teaching, learning, and learning to teach. SanFrancisco: Jossey-Bass, 2004.
VASQUEZ, Adolfo. Filosofia da práxis. Rio de Janeiro: Paz e Terra, 1968
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