Contribuições do Programa de Residência Pedagógica para a formação inicial de professores de Ciências e Biologia
Carregando...
Data
2022-03-09
Autores
Zonatto, Aline Barbosa
Título da Revista
ISSN da Revista
Título de Volume
Editor
Universidade Estadual Paulista (Unesp)
Resumo
A formação de professores para a Educação Básica no Brasil começou a se organizar em 1837 e passou por várias regulamentações e projetos, com objetivo de garantir melhorias que refletissem na Educação Básica. Dentre as iniciativas recentes, destacamos o Programa Residência Pedagógica, que busca promover a inserção de licenciandos nas escolas, diminuindo a distância entre teoria e prática. No presente trabalho, buscou-se compreender como a participação no programa contribuiu com a formação inicial de professores de Ciências e Biologia, nos aspectos relacionados à aquisição de saberes e da identidade docente. Assim, analisou-se, por meio da Análise Textual Discursiva, narrativas escritas por licenciandos de duas Instituições de Ensino Superior públicas, do estado de São Paulo, participantes do programa. Tendo António Nóvoa como referencial teórico, a análise mostra como a imersão na escola possibilita aos residentes reflexões acerca da profissão e de seu próprio processo de formação. A observação do professor preceptor, a participação na equipe escolar e a interação com os alunos são importantes para os residentes desenvolverem uma visão amadurecida sobre a realidade da educação básica, sobre o papel do professor e sobre como ele se sente ocupando este papel. Sendo assim, considera-se que a participação no Programa Residências Pedagógica, contribui com o desenvolvimento da identidade, dos saberes e da profissionalidade docente por proporcionar a imersão no ambiente escolar.
The training of teachers for Basic Education in Brazil began to be organized in 1837 and went through several regulations and projects, with the objective of guaranteeing improvements that reflect on Basic Education. Among recent initiatives, we highlight the Pedagogical Residency Program, which seeks to promote the insertion of undergraduates in schools, reducing the distance between theory and practice. In the present research, we sought to understand how participation in the program contributed to the initial training of Science and Biology teachers, in aspects related to the acquisition of teaching knowledge and teaching identity. Thus, we analyzed, through Discursive Textual Analysis, narratives written by undergraduates from two public Higher Education Institutions, in the state of São Paulo, participating in the program. Having António Nóvoa as a theoretical reference, the analysis showed how immersion in school allows residents to reflect on the profession and their own training process. The observation of the preceptor teacher, the participation in the school team and the interaction with the students were important for the development of a mature vision about the reality of basic education, about the role of the teacher, and about how he feels occupying this role. Therefore, it is considered that participation in the Pedagogical Residency Program contributes to the development of teaching identity and knowledge by providing immersion in the school environment.
The training of teachers for Basic Education in Brazil began to be organized in 1837 and went through several regulations and projects, with the objective of guaranteeing improvements that reflect on Basic Education. Among recent initiatives, we highlight the Pedagogical Residency Program, which seeks to promote the insertion of undergraduates in schools, reducing the distance between theory and practice. In the present research, we sought to understand how participation in the program contributed to the initial training of Science and Biology teachers, in aspects related to the acquisition of teaching knowledge and teaching identity. Thus, we analyzed, through Discursive Textual Analysis, narratives written by undergraduates from two public Higher Education Institutions, in the state of São Paulo, participating in the program. Having António Nóvoa as a theoretical reference, the analysis showed how immersion in school allows residents to reflect on the profession and their own training process. The observation of the preceptor teacher, the participation in the school team and the interaction with the students were important for the development of a mature vision about the reality of basic education, about the role of the teacher, and about how he feels occupying this role. Therefore, it is considered that participation in the Pedagogical Residency Program contributes to the development of teaching identity and knowledge by providing immersion in the school environment.
Descrição
Palavras-chave
Professores formação, Formação profissional, Antônio Nóvoa, Narrativas, Teacher training, Professional qualification, Narratives