Identificação dos aspectos didáticos mais valorizados pelos licenciandos em química durante o desenvolvimento do Programa Residência Pedagógica

Abstract

This study aimed to identify the didactic aspects most valued in the initial training of students of the Degree in Chemistry, at the Federal University of São Carlos, Sorocaba campus, who were members of the Pedagogical Residency Program (PRP). For this, 150 narratives constructed by the undergraduates participating in the PRP were collected during the second half of 2020, which, as a result of the Coronavirus pandemic, were taught remotely. The analytical methodology used was the discursive textual analysis of Morais and Galiazzi (2006). The analysis process allowed the identification of six categories: “Use of media in remote teaching”; “External context to school education”; “Teacher methodology in remote teaching”; “Difficulty of students and graduates in remote teaching”; “Reflection on teaching”; and “Reflections about the school”. These categories revealed the main didactic aspects valued by the undergraduates and also presented the difficulties and learning of the undergraduates in taking the PRP in the remote modality.