RESIDÊNCIA PEDAGÓGICA EM TEMPOS DE PANDEMIA: CONFLITOS E CONSTRUÇÃO DA IDENTIDADE DOCENTE

Abstract

The Pedagogical Residence Program (PRP) is a set of actions that is part of the National Policies of Teacher Education. It aims at enhancing teacher education by immersing the resident in the educational context. When inserted in this environment, undergraduate students can understand the features of the teacher's work more effectively. At the Federal University of Paraíba, more specifically at the English/Spanish Language Group from the Department of Modern Languages, the Program is in its second version. In this edition, the previously mentioned Group has constituted a collective with ten residents, besides other collectives with the coordinator, advisers, preceptors, and students. In this regard, this research aims to investigate how two residents located in the Group perceive and register the teaching conflicts in 20 reflective journals written during the first module of this second edition (Oct/2020 - Mar/2021). It is relevant to mention that all the activities developed by the residents occurred in the remote teaching context. As such, we analyzed the journals from a qualitative-interpretative perspective, focusing on the conflicts pointed out by the residents. For the analysis, we rely on, primarily, authors who discuss aspects concerning the conflicts in teacher's work (AMIGUES, 2004; FOGAÇA; CRISTOVÃO, 2008; MEDRADO, 2013, SILVA; CRUZ, 2018, among others); teaching identity construction (HALL, 2006; GONÇALVES, 2016); Pedagogical Residence Program (MEDRADO; COSTA, 2020); besides the Emergency Remote Teaching (SOUZA; FERREIRA, 2020; HODGES; TRUST; MOORE; BOND; LOCKEE, 2020; ARRUDA, 2020; SAVIANI; GALVÃO, 2021). Our analysis showed how residents understand the conflicts and how the conflicts allow reflections on the educational activity. Therefore, the results demonstrate the complex, unpredictable and conflictual aspect of the teacher’s actions. Finally, we conclude that the Pedagogical Residence Program makes significant room for residents to be immersed and to understand the teacher's activity dimensions.