Configurações identitárias da formação do professor no programa residência pedagógica: um relato da experiência no núcleo de pedagogia do CCHSA

Abstract

This work seeks to understand the contributions of the teacher training progress from the account of experiences lived in the pedagogical residency program in the CCHSA/UEPB pedagogy nucleus, which justifies the choice of the topic. As a specific aims: we intend to talk about the characteristics that permeate the pedagogical residency program; present the teacher's identity progress from the experience report of a pedagogical intern in the RP program, and also reaffirm the understanding that theory and practice can be combined in this process. To achieve these goals, our methodological path starts with the inductive method, characterized as an action survey with a qualitative approach, exploratory in nature, with extension for reporting the researcher's experiences, which will be based on her logbook and final report whose records describe her practice as an intern. The research had theoretical support and references from Saviani, Libâneo, Gatti, Novoa, among others, in addition to official documents such as the Base Nacional Comum Curricular (BNCC), Plano Nacional de Educação (PNE), Lei de Diretrizes e Bases (LDB) nº 9.394/1996 and the Resoluções CNE/CP nº 02/2015 and nº 02/2019 dealing with initial and continuing teacher education. Thus, throughout the text, the concept of (RP) and its contribution to the teachers training, starting from a brief history about teachers training in Brazil, under the support of laws and official documents governing the legal aspects of teaching, as well as the pedagogical aspects of the program. As a result of the discussions undertaken and the researcher's reports, we emphasize that the courses for teachers in progress make it possible to mediate between the Higher Education Institution and the Elementary Education schools, establishing partnerships and dialogues that make this Initial process a solid foundation for teachers who are increasingly prepared for the educational challenges of today.