Relato de experiência no projeto residência pedagógica: vivências, desafios e aprendizagens

Abstract

This paper aims to present the experiences of the Pedagogical Residency Program, reflecting on its importance in teacher training for the Bachelor's Degree in Pedagogy. It is important to note that the experiential knowledge gained in the field school, along with the relationship between theory and practice, directly contributes to teacher training. Thus, Pedagogical Residency Program No. 01/2020 sought to enhance teacher training and to combine and exercise the relationship between theory and practice. The program ran from 2020 to 2022, during the COVID-19 pandemic, providing opportunities for reflection and experience within emergency remote and hybrid teaching. The work was based on exploratory and descriptive research with a qualitative approach, approaching action research, as the author examines actions and experiences from his own practice and speech. The following theoretical frameworks were used to guide the discussion: Fernandes (2013); Gatti (2010); Imbernón (2000); Líbaneo (1994, 2017); Nóvoa (2009); Pimenta (2005, 2012, 2018), among others, which bring dialogues about teacher training, its importance and challenges. Thus, this work brings in its analyses and discussions the experience of working in each structure proposed by the Pedagogical Residency Program, bringing reflections on the experiences in the training process. The results indicate that the Pedagogical Residency Program contributes effectively to teacher training based on the development of the relationship between theory and practice, experience of the future profession, minimizing insecurities and difficulties typical of the beginning of the teaching career, as it is possible to observe and face concrete situations of the daily classroom and pedagogical interventions. This new configuration also provides unique and historic moments, with experiences that need to be shared and documented.