Identidade docente e a residência pedagógica: narrativa autobiográfica de uma experiência formadora

Abstract

This text deals with autobiographical research, with emphasis on narratives as one of its instruments for collecting information, as well as memory as a basic element of research of this nature. Its central theme is teaching identity, in the autobiographical perspective of the Pedagogical Residence (RP) program. In this perspective, it aims at the general analysis as the possible contributions of this program in the construction of teaching identity, from a self-reflection about my experience in it; its specific objectives are to present an automatic dimension of my teacher training. As a research methodology, we prioritize the narrative method, making use of observation and the field diary. We seek to dialogue with theorists such as: Pimenta and LIMA (pp.5-24, 2005/2006?), Tardiff (2009), Ciampa (2007, p. 96) Veiga (2010), Garcia, Hypólito and Vieira ( 2005, p. 54-55). The study was also characterized as participatory research, in view of my self-reflection on the experience as a resident in a class at the School of Basic Education (EEBAS) at the Federal University of Paraíba (UFPB). The results of the study showed that the experience in the Pedagogical Residency Program contributes to the construction of the teaching identity, since in it the licensee is close to the reality of the school and the work performed there, of the teaching knowledge and of the pedagogical action, as well as the opportunity to make relationships between such contexts and the theories studied and develop strategies that meet the interests of students. Knowing the school context of action, such as pedagogical practices performed by the teacher teachers, an organization of coherent planning to the subjects of the local community, some of the factors that promoted appropriate learning for the education of the pedagogue. In light of this, it is concluded that the Pedagogical Residence contributed to the construction of my teaching identity, which is strengthened from the exercise of the profession. The RP also contributed to verify that to exercise the teaching profession, the teacher needs several knowledge that need to be reinvented from the needs of the children, the educational institution where the teaching activity is carried out and society in general.