Teaching in training: evidence and challenges of PIBID and PR programs in Tocantins in times of pandemic

Abstract

The purpose of this article is to address teacher training in Tocantins, carried out within the scope of institutional programs called Teaching Initiation Program (PIBID) and Pedagogical Residency (RP), both offered in the form of public notices by the Coordination of Superior Level Staff Improvement (CAPES), from the Ministry of Education (MEC) with the aim of strengthening teaching and the practice of teaching in the dialogue between the university and the public school. Through the different degree courses, the Federal University of Tocantins (UFT) was contemplated in the public notices made possible between the end of 2020 and the beginning of 2022, precisely in the context of the COVID 19 pandemic, constituting a differentiated moment in the field of experience pedagogical. That said, our purpose is to expose the interfaces and challenges presented in the pandemic training process, through the pedagogical actions carried out and mediated in remote, hybrid and face-to-face mode in schools. This scenario allowed reflecting, through the studies and materialization of the activities produced, the differentiated actions and the innovative proposals of teaching and learning, in a challenging context that called into question the limitation of sociability required in the school space. As a procedure, we present in data the expressiveness of the programs in the constitution of the participants, between licentiateship students of the different courses and teachers of the schools, in the different regions and municipalities of the state. The capillarity of the programs gave the dimension and impact of the experiences, projects and didactic materials and methodologies, at a time when teaching and the school space gave new meaning to other ways of teaching and learning.