PROGRAMA DE RESIDÊNCIA PEDAGÓGICA: DISCUTINDO A CONSTRUÇÃO DA IDENTIDADE DOCENTE A PARTIR DE RELATOS E RELATÓRIOS COMO PRÁTICA REFLEXIVA Trabalho

Abstract

Through participation in the Pedagogical Residence Program (PRP), undergraduate students can experience an immersion in the school environment, having the opportunity to relate theory and practice in their interventions, thus, making room for teacher development. This paper is concerned precisely with the first edition of the Program (2018-2020). The events highlighted here took place at the Spanish/English Language Group (DLEM/UFPB), which comprised the participation of thirty residents, four advisors, and one coordinator, in addition to three preceptors. In this research, we aim to investigate the process of identity construction of an English Language teacher (researcher of this work), considering his participation in the abovementioned Group in the first version of the Program. To achieve our objective, we analyzed journals and reports written by the resident and produced throughout his participation in the PRP. The analysis was held through a qualitative-interpretive research, supported by authors who had studies in the fields of Applied Linguistics and teacher education (MILLER, 2013; MOITA LOPES, 2006); Pedagogical Residence, and reflective teaching practice (ANDRADE et al., 2021; LIRA et al., 2020; MEDRADO; COSTA, 2020; REICHMANN, 2011; SOUZA, 2013); and teacher’s identity (HALL, 2012; LIBÂNEO, 2004; MASTRELLA-DE-ANDRADE, 2013; NORTON, 2000; SAKUI; GAIES, 2003). Through this research, we showed the situations through which the resident could build his socio-professional identity, focusing, especially, on the daily experiences as a teacher in formation. To sum up, we conclude that the PRP is presented as a space that makes room for the construction of critical-reflective identities for those who experience it.