O programa residência pedagógica como ação da política de formação docente: percepções de egressas e egressos da UFGD

Abstract

This dissertation focuses on Teacher Formation Policy for Basic Education and the Pedagogical Residency Program (PRP). It is part of a larger project, linked to the Research Line "Policies and Education Management” of the Postgraduate Program in Education (PPGEdu), Faculty of Education (FAED) of the Federal University of Grande Dourados (UFGD), entitled "Monitoring and Evaluation of the Ten-Year Education Plans (PME, PEE, PNA): from national to local" (PROPI/UFGD). In this direction, the focus is on Initial Teacher Formation and aims to analyze the perceptions of graduates from the Physical Education and Pedagogy undergraduate programs at the Federal University of Grande Dourados regarding the Pedagogical Residency Program, who at the time of the research work as teachers in early childhood education and the initial years of Elementary School (1st to 5th grade) in the Municipal Education Network (REME) of Dourados City, Mato Grosso do Sul State (MS). The PRP is a program of the National Policy for the Formation of Basic Education Teachers, established by Decree No. 6,755 of January 20, 2009, by the Ministry of Education (MEC), through the Coordination for the Improvement of Higher Education Personnel (CAPES), with the aim of articulating Higher Education Institutions (HEIs) with the Basic Education. Methodologically, the research was carried out using a qualitative approach, focusing on bibliographic, documentary, and field research. Based on the perceptions of graduate teachers, it was found that the PRP (Pedagogical Residency Program) contributed to teacher integration, strengthened the relationship between school and university, provided experiences within the school context, deepened pedagogical practices with basic education teachers and made it possible to learn about projects developed in schools. It was also possible to reflect on the challenges encountered in their profession with a reflective and critical perspective, as well as improving the construction of professional identity, the important aspect of remaining in the undergraduate course through the paid scholarship, the knowledge of scientific studies at the university involving school practices, and the development of papers that the program facilitates through experience reports developed in UFGD seminars. The results demonstrate that, despite the difficulties, weaknesses, and uncertainties of the PRP pointed out in this research, the Program fulfilled its social function in teacher formation, observing the actions developed that impacted undergraduate programs, postgraduate studies, continuing education, and basic education schools, through of dynamism, creativity, and the production of new knowledge. From the perspective of the graduates, considering the thematic categories and dimensions analyzed, the Pedagogical Residency Program (PRP) contributed on a significantly manner to encouraging teaching, strengthening a more consistent formation based on social practice, and promoting the exercise of the teaching profession. Furthermore, the training and experiences provided by the PRP were relevant to the construction of the professional identity of the graduates, in addition to contributing to facing the challenges and difficulties at the beginning of their careers. These experiences enabled greater security and expanded knowledge for teaching practice, always guided by the pursuit of a qualified social education grounded in democratic management.