FELICIANO, F. G.; http://lattes.cnpq.br/0632858402248437; FELICIANO, Fábio Guedes.
Resumo:
The present study aimed to understand how the pedagogical residents of the
Pedagogy course at the Center for Teacher Education (CFP) of the Federal University
of Campina Grande (UFCG) conceive the being and acting of teaching. Thus, this work
features an explanatory research with a qualitative approach. Data were collected
through non-directive interviews with residents from the three stages of the
pedagogical residency at the mentioned center: 2018, 2020, and 2022. The research
includes a reinterpretation based on the three promulgations of the Law of Guidelines
and Bases for Education: 1961, 1971, and 1996, analyzing, through a historical
context, how teacher education was organized in the normative prerogatives. For its
theoretical foundation, this work relies on contributions from authors such as Nóvoa
(2022), Dermeval Saviani (2005), Paulo Freire (1987), among others. Another point
discussed refers to the historical trajectory of teacher education, analyzed based on
the legal foundations that underpin the pedagogy course. Furthermore, it sought to
understand the Pedagogical Residency Program as a formative teacher policy, a
space dedicated to the professional development of undergraduates from the
relationship between theory and practice, and its role in the construction of teaching
identity. As a result, it is presented that the Pedagogical Residency Program promotes
greater insertion in the school environment. Through the implementation and execution
of the program, the contact with students, guiding teachers, and preceptors contributed
to the conception of being and acting as a teacher through a
humanizing/transformative perspective, having as foundational elements the union of
the professional and personal sides of teachers, perceived in the interviewees, as well
as the continuous development of teaching identity, highlighting the residents'
autonomy, taking into account the school experience.
