As orientações formativas de um Programa de Residência Pedagógica em Física

• Ano de defesa: 2022
• Autor(a) principal: SOUZA, Renato Veríssimo de
• Orientador(a): SILVEIRA, Thiago Araújo da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Formação de professores; Residência Pedagógica; Professor de física
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/9432

This dissertation deals with the training of Physics teachers who participated in the Pedagogical Residency Program (PRP) at a public university in Recife – Pernambuco - Brazil. The main objective was to analyze the conceptual guidelines and their influences, limits, challenges and possibilities in the formation of the participants of the Physics nucleus in the scope of a PRP. The theoretical framework is based on the discussion of the conceptual bases of training, which refer to a set of ideologies, as well as teaching and learning visions adopted by the training program, and are discussed by Garcia (1999); Nóvoa (2009); Engestrom (1994); Hargreaves (1998). From a qualitative perspective, the Interactive Methodology (OLIVEIRA, 2001) was used, which presents the Hermeneutic-Dialectical Circle (CHD) as a data construction technique, and the Hermeneutic-Dialectical Analysis (AHD), as an analysis tool, together with a set of four participants representing all groups involved in the PRP (two residents, a preceptor teacher and a mentor teacher). With results, it was found that the PRP works with the five types of conceptual orientations (academic, practical, personalist, technological and social-critical), offering a more holistic, diversified, socially-oriented and more comprehensive collaborative training for all participants, whether in initial training or continuing training. We also verified some challenges in the reality of the program, such as the comparison of the program with the Mandatory Supervised Internships (ESO), the lack of financial resources for the acquisition of materials, products and services related to the performance of experiments and the production of scientific works aimed at the analysis of the school context; as well as the lack of organization of CAPES regarding the workload and distribution of residents in schools, generating confusion and rework in the registration of required documents.