A Construção da Identidade do professor pedagogo do CCHSA/UFPB a partir das contribuições do Programa Residência Pedagógica

Abstract

The construction of the identity of the pedagogical teacher plays an important role as an education professional, which acts and causes changes in the structure of today's society. As part of the Federal Government's public policies for teacher training in 2018, within the scope of CAPES and IES, the Pedagogical Residency Program, which, inserted in our university, allowed us to participate, acting effectively in school, with observations participatory and interventions, allowing us a wide training period. In this discussion, we highlight a problematization that disturbed us, as participants in the Pedagogical Residency: “How does the Pedagogical Residency Program contribute to the formation of the pedagogue's professional identity for students in the CCHSA pedagogy course?” The Program was developed at the Xavier Junior Municipal Elementary School, located in Bananeiras / PB. Under the support of this issue, this study aims to analyze the contributions of Pedagogical Residency Program for the formation of professional identity of the student's course of Pedagogy of the CCHSA. The qualitative research, part of the use of observation, with the subjects who composed the first version of the Program, a group of 23 (twenty-three) students, through the application of a questionnaire. However, given the current circumstances, when the entire university is developing non-classroom class, we collect only ten (10) questionnaires of 23 (twenty three) distributed. Through specific sections, we bring in this article a brief analysis on the understanding of being a teacher today through the key concepts, profession and professionalism, teaching identity, among others that support questions from future teachers, dealing with their experiences as residents. We use different theoretical references to anchor such concepts, among them, Nóvoa, Tardif, Pimenta, Freire, and others, that helped us in discussions and analyzes. The results obtained through the analyzes carried out allowed us to affirm the importance of the Pedagogical Residence for the training of undergraduate students. This is because the immersion in school reality and daily life, participatory observations and interventions allowed us to experience the theoreticalpractical training developed during the Pedagogy Degree Course. Considering that the Residence presents a real practice in the field, articulating theory with school practice, still as educators in training, according to the results materialized in the questionnaires, we were led to reflect being a teacher today, developing training itineraries at the university, where we learn about educational practices and, in this movement, take these practices to school, always looking for a better way to the students' reality.