QUESTÕES IDENTITÁRIAS DA DOCÊNCIA NO CONTEXTO FORMATIVO DA RESIDÊNCIA PEDAGÓGICA

Abstract

The Pedagogical Residency Program (PRP) aims to enhance the initial teacher training through the immersion of the undergraduate students in the school environment, promoting the integration of theory and practice. In its first edition (2018-2020), it involved the participation of 27 student residents, 1 teacher preceptor, 1 teacher coordinator, and 4 mentor teachers assigned to three public schools in the state of Paraíba, two in the city of Bayeux and one in João Pessoa, affiliated with the Spanish/English Language Core of the Department of Foreign Languages at UFPB. Activities carried out in the field school include: school familiarization, teaching practice, and pedagogical interventions aligned with the National Common Curriculum Base (BNCC); classroom observations; academic training at the Higher Education Institution (HEI); participation in events within and outside the HEI; production of reflective reports and a final report at the end of each semester. Therefore, this present study aims to investigate the construction of teacher identity and the contribution of the Pedagogical Residency to professional development through the analysis of reflective accounts and reports written by the author and researcher of this work, who was also a participant in the program. Thus, the analysis of the documents falls within a qualitative-interpretive perspective. Furthermore, this work is grounded in authors who discuss Applied Linguistics and teacher education. (MOITA LOPES, 2006; MELO, 2014; ALASTAIR PENNYCOOK, 2006; MILLER, 2013); Pedagogical Residency and Teacher Identity (BRASIL, 2018; LIRA et al, 2020; MILLER 2013; BEZERRA e MILLER, 2018; MEDRADO 2017); Reports and Reports on the Formative Journey (LOUSADA, 2020; MEDRADO 2017; REICHMANN, 2017; MEDRADO e COSTA, 2020; VIEIRA e ARAÚJO, 2021; CHAVES, 2020). Through this research, we are able to highlight identity issues through everyday experiences in the school environment. Consequently, Pedagogical Residency is seen as a formative setting that fosters the development of a critical and reflective teacher identity.