Residência Pedagógica: desafios na formação docente

Abstract

A teaching practice experienced by basic education teachers presupposes the
need to socialize, the objective of this experience report: to report and
socialize the experiences lived during the Pedagogical Residency Program
(PRP) from 2018 to 2020, developed by the Federal University of Vales do
Jequitinhonha and Mucuri - UFVJM, in partnership with a public school in
Diamantina-MG. From this perspective, we started our writing, organizing
the article in three moments. At first, we sought to contextualize the
importance of the PRP, as a project for initial and continuing education,
reducing the distance between undergraduate courses and the basic
education school. In the second moment, we sought to deepen some concepts
considering the initial and continuing formation of teachers at the school and
the challenges of teacher education. We searched in Larrosa (2002), Tardif
(2004), Nunes (2001) Nóvoa (2017) and Teixeira (1996) for theoretical
foundations of experience, teaching knowledge and teacher formation. And
finally, the third moment in which we report our experience considering the
contributions of this program to our formation, as well as the final
considerations. Programs such as PIBID and Residência Pedagógica fill
important gaps in initial training, in addition to contributing to the
continuing education of teachers. The articulation between the PRP, schools
and universities is configured as a space for reflection on teaching practice,
helping residents to work in the classroom and deal with everyday school life,
reducing the distance between the UFVJM and basic education schools.