Formação Acadêmico-profissional e inovação pedagógica no Programa Residência Pedagógica - UNIPAMPA

Abstract

The Pedagogical Residency Program (PRP) was created by MEC / CAPES in
2018. The PRP at the Federal University of Pampa (UNIPAMPA) focused on
academic-resident graduation, developed through actions based on dialogue,
reflection and collective work. Therefore, the PRP is developed in four stages,
however the last stage (Stage IV) based on preparation of reports,
socialization of experiences and evaluation of the program are the focus of
our discussion. In this perspective, the investigative analysis of the last stage
of the PRP was based on the theoretical and methodological proposal of the
Policy Cycle (Ball, 1990), with its three contexts: the influence, the
production of the text of politics and practice (implementation /
performance) of / in politics. For this, we carry out field research,
exploratory, with a qualitative approach focusing on the actions carried out
by the Residency Program at UNIPAMPA, especially attention for this
practice it is called Aprochegar Project: strengthening ties in the RP. The
documentary analysis of the policy texts was implemented by an Institutional
Project of PRP and documents used in Step IV, such as: projects, forms,
reports. They were also questionnaires were applied to the research subjects,
consisting of 200 residents (undergraduates), 25 preceptors (teachers of
Basic Education) and 20 guiding teachers (teachers of UNIPAMPA), and the
Discursive Textual Analysis served to analyze the data found, categorizing
them based on the main contributions of the PRP to academic-professional
training and to pedagogical innovation, from the contexts of the Policy Cycle.
In the understanding that educational policy happens with the teaching work
on the school floor, where the text of the policy, with its intentions (many of
them implicit), it is reinvented in everyday performance. In this sense, the
relevant contributions are related to: reflective and collaborative work,
shared teaching, immersion time-space in the school-field, theoreticalpractical knowledge, strengthening of interactions between university and
school-field, among others. The Pedagogical Residency Program at
UNIPAMPA was constituted in an important public policy that effectively
contributed to teacher training.