Trajetória de formação docente: percurso formativo no programa residência pedagógica

Abstract

The present study constitutes the final course monograph entitled "Teacher Training Trajectory: Training Pathway in the Pedagogical Residency Program," which focuses on the pedagogical narratives of the experiences lived during participation in the Pedagogical Residency Program in the Pedagogy course, implemented by CAPES in partnership with the State University of Amazonas (UEA) - Normal Superior Campus and SEMED. This program is structured as a formative period, providing an opportunity for the improvement of skills for pre-service teachers. Additionally, it enables a longer immersion in the school environment with the support and guidance of mentor teachers from the field school and the supervision of the coordinating professor from the Higher Education Institution. The primary purpose of this study is to discuss the relevance of the PRP in my training process. Regarding the methodology employed, readings and a bibliographic review of theorists concerning themes relevant to teacher training and identity were carried out. It is qualitative research that utilized pedagogical narratives as its methodology, employing participant observation and a field notebook as data collection tools. The study aimed to engage with theorists such as Bondía (2002), Cainelli (2008), Cunha (1997), Lima et al. (2015), Lüdke (1986), Josso (2004), Minayo (1994), Nóvoa (2009), Saviani (2011), Pimenta and Lima (2012), and Tardif (2009). The strategy for empirical data collection is based on the narrative of my experiences as a participant resident in two 4th grade classes (A and B) of the Early Elementary Education (Fundamental I), and formative experiences through the Pedagogical Residency. This immersion allowed for close observation of the teaching-learning process, the exchange and sharing of knowledge, as well as the integration between theory and practice during teaching moments and the development of teaching materials, in addition to the organization and implementation of lesson plans. The justification for this research lies in the closer relationship between the student-teacher and the school environment, which facilitates the improvement of teaching methods and the accumulation of valuable experiences for professional teaching practice. The core of this investigation is to understand how the PRP contributed to my training and teaching identity. The findings revealed that the PRP significantly contributed to my training and teaching identity, mainly due to the prolonged immersion time in the school environment, participation, and interaction in formative meetings, and the application of the knowledge acquired in the classroom. It is noteworthy that the support from the mentor teacher was essential in enhancing pedagogical skills through the development of lesson plans and the creation of teaching materials adapted to the needs of students. The integration between theory and practice consolidated the theoretical knowledge acquired during academic training. Keywords: Pedagogical Residency Program; Teacher Training; Narrative.