THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FROM THE POINT OF VIEW OF ACADEMIC STUDENTS: EXPERIENCES IN REMOTE EDUCATION

ABSTRACT: This paper aims to discuss the meanings assigned to everyday educational experiences carried out within the subproject for Literacy in the Pedagogical Residency Program (PRP), sponsored by Coordination for the Improvement of Higher Education Personnel (CAPES-Coordenação de Aperfeiçoamento de Pessoal de Nível Superior), developed by the Pedagogy course at the University of Campinas during the COVID-19 pandemic. For that, we present the political context of the program as well as the narratives produced from collective interviews with the teachers-in-training who participated in the subproject between 2020 and 2022. For the theoretical and methodological framework, our base is the narratives of lived experience and the learned lessons from the research informed by the circulating meanings about the educational paths of these future elementary teachers. In this way, discussions regarding the motivations and expectations related to the program, the experiences of residents in remote teaching, the dialogues between the program and training in Pedagogy, and the conflicts between emergency remote teaching and the in-person return of activities in basic education schools were outlined. We discuss the importance of these collective forms of work reported by teachers-in-training for their education and the limitation of the Pedagogical Residency as a program available to a restricted number of undergraduate students in teacher education programs.