Residência pedagógica / pedagogia: uma análise das relações entre os sujeitos participantes

• Ano de defesa: 2023
• Autor(a) principal: Leme, Josi Carolina da Silva
• Orientador(a): Monteiro, Maria Iolanda
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: Formação de professores; Desenvolvimento profissional docente; Políticas públicas; Programa residência pedagógica / pedagogia
• Palavras-chave em Inglês: Teacher training; Teacher professional development; Public policy; Pedagogical residency program / pedagogy
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/18963

This thesis has as its central theme is teacher training articulated between initial and continuing training through the Pedagogical Residency Program. The training gaps in the teaching profession that constitute problems for Brazilian education, evidenced in the pandemic context, are discussed and mediated by scholars such as António Nóvoa (Nóvoa, 2019; Nóvoa; Alvim, 2022), Bernardete Gatti (Gatti et al., 2019), Marcelo Garcia (2009). Marli André (2016), Maurice Tardif (2014), and Dermeval Saviani (2011a; 2011b). From the problematic of teacher training in an articulated way between the university and the basic school, as well as from the pedagogical practice, the research questions arise: How is a context that seeks to articulate initial and continuing education characterized? What elements show the integration between theories and practices? In this sense, we elaborated as a general objective: to analyze the role of the different actors that participate in the Pedagogical Residency Program, that is the students of the Degree in Pedagogy course, the Basic Education teachers of a municipality in the interior of the state of São Paulo, in together with their respective management teams, the preceptor professor, as well as the influence of this interaction in the professional teaching development. The qualitative approach study uses the survey of theses and dissertations and semi-structured interviews as methodological instruments. The interviews took place during the Covid-19 Pandemic, through individual video calls, with access and transcription only by the researcher. Those involved in three municipal schools participated in the research, with 10 participants: three elementary school teachers, three residents, two managers, a preceptor professor and the university professor who coordinated the project. Through content analysis, we obtained results that point to a great training potential both for the preceptor teacher and for the teachers who received the residents, however, despite the countless possibilities of joint training of the residents with the teachers of basic education, the program has not yet managed, in the reality studied, to link theory and practice in order to contemplate all those involved.The definition of the profile of the selected academic productions also indicates a focus on initial training and few notes aimed at preceptors. Therefore, we identified the need for research aimed at the professional development of basic education teachers who teach the profession, receiving residents in their classrooms, as well as university professors who guide residents in the program. Our study emphasizes that, in the analyzed context, there was a need for university professors to be present in primary schools and of basic education teachers to be present at the university in a privileged space for teacher training.