Contribuições da residência pedagógica na formação do professor de educação física: relato de experiência

Abstract

The purpose of this study was to record the resident's experience in the field of Physical Education (PE) in the 2018-2020 edition of the Pedagogical Residence Program (RP). The research was descriptive and of a qualitative approach. The description of the experience was organized methodologically in four stages: the first, described the structuring of the PR Program; the second presented the methodological path of the resident of the RP Program; the third described the results and performed a discursive articulation with the theoretical bases used in the PR and the fourth and last descriptive stage were presented the final considerations of the experience. The results showed that the experience of the PR allowed the expansion of the training of Physical Education teachers. The highlight was given to the regency, as an element that transversal all the actions of the resident's experience in the field school of basic education. As well as, the documentary analysis of the reports, partial and final, produced in the course of the PR was also highlighted. The rereading of the documents allowed for a more detailed observation of the structuring and operationalization of each of the four stages of work projected in the Institutional Project of the PR and dialogued in the real scope of the Schoolfield towards the legitimate articulation of the planning with the real learning demands of the students. In a conclusive way, it can be identified that describing the experience in its entirety, rereading the reports and dialoguing with the academic text called Course Completion Work (CCW) was a maturing experience for the graduate in Physical Education and a rich performance in the scenario of possibilities and barriers that basic education offers and that the teacher needs to present from his / her training to identify what are the necessary knowledge for pedagogical practice.