Representações da experiência no programa “residência pedagógica -narrativas verbo-visuais”

Abstract

The article intends to show the results of the Program Pedagogical Residence
of CAPES. For this purpose the students /residents were asked to draw what
they felt after completing the program in a public high school in Brasilia. A
case study was conducted within the qualitative and interpretive research
paradigm. Four students illustrated what they experienced, and their
productions were analyzed in light of Kress and e Van Leeuwen’s Theory of
analysis of Visual Grammar. The results show that the effects of the program
were positive even though there were problems and difficulties. The students
(residents) represented in various ways their experience lines divided the
experience chronologically, showing a continuum, highlighted the image of
the teacher as the one who possesses knowledge and also depicted the
teacher as suffering amidst the students who were not at all interested, a
teacher who is “buddy friend” and one who overcomes adversities during the
period of the residence. The results can be taken into account when planning
lessons and advising /orienting the residents in the new programs.