A residência pedagógica como política pública para a formação de professores no Curso de Pedagogia com área de aprofundamento na Educação do Campo: aproximação entre teoria e prática

Abstract

This work focuses on the approach of the theory and practice approach in the Pedagogical Residence Program (PRP) in the process of teacher training with a deepening area in the Field Education area offered by the Federal University of Paraíba (UFPB). The objective of the Study is to identify how the Pedagogical Residence Program has contributed to the training of teachers in the education of the field in a perspective of approaching theory and practice. In order to contribute to the construction of this work, the division took place in two stages: the first was to locate the production and the implications of its theme, based on Arroyo (2007), Alencar (2010) and Caldart (2009). the discussion of rural education, Freire (2016), which is an indispensable theoretical reference in the course of pedagogy, which discusses the field education, Saviani (1996), Molina and Jesus (2004), Libâneo (2003) collaborating in the field of teacher training, Silva and Cruz (2018) discussing the current pedagogical residency and its projects in specific situations, Minayo (1994), an indispensable consultation for the methodology chosen, as well as documents that permeate education in Brazil; and in the second stage an empirical research was carried out with the subjects, residents of the program. After the interviews with the residents, the interviews were transcribed for reading and re-reading the material, and later the organization of the data according to the categories allowed. The results of the study point to a significant experience in the technical aspects, but it repeats the anxieties experienced in the stages, because it does not potentiate the discussion of the specificities, coming from the communities in which the schools participating in the program are inserted. Therefore, as a consequence of what was pointed out in this study, it is essentially important to reflect on the constant need to discuss the experiences lived by the residents for the construction of a dialogical education and that assures the rights of valorization of the identity of the communities of the field.