Programa residência pedagógica: mobilização dos saberes docentes para a formação inicial de professores de Geografia na UFCG, Cajazeiras-PB

Abstract

The main theme of this dissertation is the analysis of the residents teaching knowledge in the Pedagogical Residency Program - PRP of the Geography degree course at the Federal University of Campina Grande (UFCG), Campus Cajazeiras. The interlocutors were the residents of the geography course of the Campos de Formação de Professor - CFP of the UFCG, as well as the institutional coordinator, area coordinators and preceptors. The present work had as a time frame the first term of the PRP between the years 2018-2019. The theoretical framework was based on authors such as: Cacete (2002); Tardif (2014); Novoa (1991) among others, who build a contribution regarding the teaching knowledge in the formation of the geography teacher with an emphasis on the constitution of undergraduates knowledge in the Geography course of the CFP of the UFCG participating in the PRP. The methodological aspect was developed in a qualitative perspective through the case study and because of that, the material collection was divided into two stages. First, we carried out a documental research of the UFCG institutional project and the PRP subproject referring to the geography course at CFP, respectively, through content analysis. Subsequently, we used two investigation instruments, one of them being the use of questionnaires with residents, covering fifteen participants; and the other, in parallel, interviews with the institutional coordinator, the two area coordinators and the three teachers of basic education from the participating schools, also called Espaço Campo-EC. Furthermore, we conducted interviews with part of the residents selected by the previous instrument. The results presented how relevant it was for the initial training residents of the geography course to participate in the PRP. Besides, this contributed to mobilizing teaching knowledge and, in addition, they could understand the school as an integral part of training and professionalization in doing in the classroom and elsewhere. However, the process for the institutionalization of the program was conflicting, in the coup point of view in nuances of its legitimacy as a training policy. It was also diagnosed that the teacher training policies developed by the CFP geography course contributed to the improvement of knowledge, increasing the quality of the training developed by the course. As for the mobilization of knowledge in schools, gaps were identified in the training process of the course of the analyzed institution, given the difficulties of residents to correlate theoretical and practical knowledge, since this interaction was not always present in the academy. In addition, the precarious infrastructure of the EC proved to be a challenge for the materialization of activities. However, the residents matured in the process of doing, so that the results of the mobilization of knowledge were evident in the school Geography. In summary, the experiences lived during the program were relevant for deepening and developing new knowledge in the space of professionalization, increasing, in residents, an awareness of the plurality of the training process, and, with that, the reflexivity and emancipation of the future teacher.