Reflexões sobre a prática docente na residência pedagógica em Ciências Biológicas.

Abstract

The reformulation of Supervised Internships proposed by the Pedagogical Residency Program - RP, involves future teaching professionals, placing them in front of new challenges, within the school reality where they start to work, for the effectiveness of their teacher training. It is essential that research and reflections on the executions of the RP Program take place, so that its main objective of developing innovative projects in schools that stimulate the articulation between theory and practice is really achieved, deviating from the reproduction of ready models, which it places teachers and students in a passive condition, changing the traditional order in the school. In this sense, the objective of this work is to analyze didactic aspects of teaching practice in the classroom in the context of teacher training, from the perception of the Program participants, taking as a reference the experiences lived in the Pedagogical Residence, Edital Capes 06/2018. For data collection, a qualitative questionnaire was used, with six open questions, which was applied through a group of the WhatsApp application, in which ten volunteer respondents, undergraduate and graduate students of the Biological Sciences Course, from the Center for Agricultural Sciences participated from the Federal University of Paraíba CCA / UFPB, in 2019. The results indicated that, during the execution of the Program in public schools of basic education, there was a predominance of traditional methods, both in the teaching practices of teachers and preceptor teachers, as well as the residents themselves. These pointed out the absence of pedagogical guidance for the classes' conduct, on the part of the Program's coordination and that there was a greater demand on parameters of quantity of hours accomplished than on the quality of these hours as learning by teaching, repeating patterns of the old Supervised Internship. It is important to note that the opportunity to participate in a pioneering Program has awakened in each participant the didactic-pedagogical knowledge that is essential for teaching practice and is part of the teaching and learning process. There were signs that experiential knowledge was built in the day-to-day life of the rural school, based on the concerns and attempts of didactic innovation, suggesting the possibility of combining the professional knowledge acquired in their training with the practical activities in the classroom. class. Finally, as it is a pioneering Program, for the initial training of teachers, it is concluded that it is essential to have a closer look at its realization with teacher training, which is effectively built, during the performance of future teachers, in undergraduate courses and in schools, since, effectively, the main objectives of the RP Program are not being achieved.