Programa residência pedagógica: relato de experiência no contexto do ensino médio

Abstract

The objective of this study was to provide an experience report on the stages of acclimatization, observation and management experienced by a resident in the context of the curricular subject physical education in high school. Qualitative research was carried out based on a documentary study. The experience report was methodologically organized into three stages: (1) presentation of the ambiance actions – formation and characterization of the rural school; (2) presentation of observation and planning actions and (3) presentation of management. From the documentary analysis, it was possible to see that the PRP stages allow the resident to face the challenges encountered on the school floor, even if not in their entirety, offering a range of different actions that make it possible to act as a teacher. Among the findings, it was possible to highlight three elements that drew attention: a) the establishment of good interpersonal relationships with students seems to overcome the difficulties of teaching resources in the context of conceptual and procedural dimensions of the class; b) the procedural dynamics articulated the co-participation of students and c) the necessary adjustment of planning during the course of the practical experience. This experience report highlighted that the difficulties faced are opportunities in initial training. Overcoming resistance provided an understanding of the complexity of training, but the PRP is not capable of covering all the necessary skills, highlighting the awareness of the incompleteness of the critical and reflective teacher