Residência pedagógica: planejamento e regência em escola do campo

Abstract

The objective of this study is to analyze the contributions of the Pedagogical Residency Project to the training of students in the Pedagogy course with a specialization in Rural Education, focusing on the process of planning didactic activities and teaching in the classroom of a rural school, considering the experiences lived in mathematics teaching. The study analyzed the discourse of these students, pointing out reflections on the construction of the professional Self. The work brings theoretical discussions by authors such as: Molina; Sá (2012), Caldart (2004), Tardif (2002), Minayo (2001), Merleau-Ponty (1945). The methodology, of a qualitative nature, was supported by bibliographic contributions and as a research technique, semi-structured interviews were used with a sample of three students of the course. The focus of the interviews was based on their experiences and perceptions about the immersion process at the Maria Eunice do Egito de Souza Elementary School, located in the city of Conde-PB, considering the didactic and educational activities developed during the Pedagogical Residency Program (PRP). The results indicate that the planning and classroom management activities developed during the students' participation in the Pedagogical Residency Program contributed significantly to the development of the professional self in the initial training of teachers, enabling professional autonomy and reflections on the diversity of subjects in the field.