Residência pedagógica: uma análise das aprendizagens possibilitadas para profissionais em formação na área de licenciaturas

Abstract

With the constant reinvention and movement of the education area, thinking about teacher training within universities is of supreme importance, because, by participating in programs such as Pedagogical Residence, undergraduates improve their training and teaching practice, in addition to discovering their teacher identities. In this research, the Pedagogical Residence Program is presented, which was implemented at the Universidade do Vale do Rio dos Sinos - UNISINOS in the second half of 2020, in order to discuss experiences and challenges, seeking to reflect on the learnings made possible and formative opportunities for undergraduates of degree courses. This work aims to understand what learnings are made possible by this formative process and where they direct us as professionals in training in the field of licensure. For that, my experiences as a resident were brought, some materials developed by me and a semi-structured interview with the other 5 residents who worked at the same school as me, and with the tutor and head teachers. To carry out the analyses, discussions by Garcez and Schulz (2016) and Spolsky (2016) on the topic and the National Policy for Teacher Education, where PR is inserted, were used. Considering that the implementation of PR occurred during the Covid-19 pandemic, studies on multimodality, multiliteracies and digital literacies permeated the discussions, which were based on the studies by Rojo and Moura (2012, 2019), Street (2014), Coscarelli (2016) and Dudney, Hockly and Pegrum (2016) who are so important for the discussion of these concepts, since both students and teachers had to reinvent themselves and give new meaning to “being in the classroom”. The analyzes showed the importance of this program for undergraduates as teachers in training, as well as the challenges faced by them during its implementation, in addition to showing how this program benefits the university while promoting academic production.