Pedagogical residency: the practice of observations carried out remotely and its importance in the training of chemistry teachers

Abstract

Due to the covid-19 pandemic, the second edition of the Pedagogical Residency Program (PRP) occurred remotely. Aware of this scenario, this paper aimed to report remotely made observations from the PRP subproject of Chemistry at the Centro de Ciências Agrárias at the Universidade Federal da Paraíba (UFPB). The school linked to this subproject is located in the city of Areia – PB and the observations were developed in high school classes. From this experience, it can be inferred that technology kept education alive during this pandemic period. This was due to the link between teachers and students, and the entire educational team, making remote teaching possible. Despite several obstacles, adaptation and reinvention of education prevailed. Unfortunately, however, this moment further highlighted the social and economic inequalities in our region, since many students could not participate in synchronous activities due to the lack of resources such as the internet, cell phones and computers. Furthermore, we can say that this moment was extremely important for our teacher training, especially with regard to the use of technologies, considering that we learned about many different applications and platforms, which will be further used in our regencies.