Formação inicial docente: análise das significaçõesda autonomia curricular nos programas Residência Pedagógica e PIBID

Abstract

The present work analyzes the meanings of teaching autonomy evidenced by undergraduate students of the Biological Sciences course in the PIBID and Pedagogical Residency teacher training programs at the Federal University of Paraíba – UFPB. Curricular and pedagogical practices are developed, based on the guidance of coordinating teachers and preceptors, which leads to the question: how do participants plan their work? Is there scope for creation and creative exploration of the methodologies developed? What are the meanings placed on autonomy? Do students understand any margin of autonomy in the knowledge production process? The work was methodologically focused on carrying out qualitative research of a bibliographic and autobiographical nature by the participants. When addressing the topic of autonomy, participants in the PIBID and pedagogical residency programs showed that they understand it as the ability to make decisions within various options, without excessive external pressure. However, participants also observed limitations in their pedagogical practice, especially in relation to the content and script of the classes. Despite this, throughout the process, they were able to develop a broader understanding of autonomy and the need to adapt pedagogical practices to the specificities of the classroom.