Pedagogical Residency Program in times of pandemic: An experience in the Early Years of Elementary School

Abstract

The present study reports the experiences of a bachelor’s degree student in Physical Education during his participation in the Pedagogical Residency Program in 2021. In response to the COVID-19 pandemic, the program needed to adapt, migrating to a virtual format. The methodology included synchronous and asynchronous classes in addition to printed activities, aiming to guarantee the participation of all students, regardless of internet access. The Pedagogical Residency Program was divided into three stages: introduction, structured observation, and conducting. The results indicated a significant adaptation by the residents, who addressed various Physical Education themes, promoted student participation, and sought to make teaching more inclusive and accessible. Despite the challenges faced, the experiences contributed to the professional training of residents, demonstrating the importance of flexibility and innovation in the current educational context.