PEDAGOGICAL RESIDENCE IN COUNTRYSIDE EDUCATION: REFLECTIONS ON EDUCATIONAL ACTIONS IN COVID-19 TIMES

Abstract

This article was elaborated with the objective of exposing the challenges in the operationalization of the subproject education of the field of the Pedagogical Residence Program (PRP) of the Federal University of Grande Dourados (UFGD), as well as to describe about the paths that made it possible to effect this public training policy of teachers in the peasant and indigenous territories located in the state of Mato Grosso do Sul during the pandemic context by Covid-19. The PRP Leduc took place between October 2020 and March 2022, involving 24 undergraduate scholarships (the residents), coming from the qualifications in Humanities and Nature Sciences, three teachers from the public schools of Basic Education (the preceptors) and two Teachers at UFGD, crowded at the Indigenous Intercultural College (the Subproject Area Coordinators). For a greater understanding of this formative process, the methodology of this article has been structured in a qualitative perspective with the application of semi -structured questionnaires to scholars and preceptors, serving as the basis for the evaluation of difficulties/advances in the development of planned actions. Still within the qualitative techniques, the focus groups approach was used in order to understand the experiences that the participants experienced in the program, from an interdisciplinary and intercultural academic training, carried out through remote activities, mediated by digital tools in almost the entire period of development of the PRP, and by face-to-face activities, in the last module of the program, in which students were inserted in the partner schools of basic education through the Teaching in the classroom. 

KEYWORDS: Rural Schools. Intercultural Education. Peasant and Indigenous Territories of MS. Pedagogical Residency Program.