Residência pedagógica: interfaces, universidade e escola, teoria e prática na busca por uma formação acadêmica significativa

Abstract

This text proposes a discussion on the national policy of teacher training focusing on the Pedagogical Residency Program. The objective is to think about the contributions that higher education institutions, linked to basic education schools, can offer the training of undergraduate students and teachers who work at the school. The question that guides us is whether the union of the two learning contexts - university and school - contributes to a significant formation. The Hypothesis is that the observations, reflections and pedagogical actions carried out collectively with the different subjects of the formation enable the construction of the professional identity and retaking the concept of teaching work. For this analysis we follow the principles of qualitative research, based on the triangulation of data collected during the initial phase of implementing the Program in the Pedagogy course. These emerged from the theoretical study that took place during the training meetings, opinions from the debates that occurred in the initial preparation of the preceptors and residents and in the records of the initial experiences of the resident in the classroom. The data were analyzed through reflective actions in the search for the meaning of pedagogical practices. Up to this point, we understand that the identification of the needs of the public school, combined with studies and reflective, inclusive and meaningful actions of pedagogical practices contribute to the educational process of Pedagogy undergraduate and future teachers.