Os princípios da inovação pedagógica e inclusão educacional no programa de residência pedagógica da Unipampa

Abstract

The Pedagogical Residency Program (RP) is a program financed by the Coordination for the Improvement of Higher Education Personnel (CAPES) that aims to insert undergraduate students in the school context, bringing university and school closer together. The 2018 Program seeks the implementation of innovative projects, as it is explicit in CAPES No. 06/2018 and No. 01/2020, the RP is still based on the National Common Curricular Base (BNCC) updated in the same year of implementation of the first edition of the Program. That said, the present work has the general objective of investigating the conceptions and practices about pedagogical innovation and inclusion of students with disabilities of the residents of the Pedagogical Residency Program of the Federal University of Pampa (UNIPAMPA) Uruguaiana campus, Nature Sciences nucleus. This is a documentary research, with a qualitative approach, whose data collection instruments were: the book “Pedagogical Residency Program at Unipampa: teacher training in the horizon of pedagogical innovation” written by the participants of the first edition of the RP at UNIPAMPA, the Project Pedagogical Policy (PPP) of the field schools, the institutional projects of both editions of the Program at UNIPAMPA, the residents' reports and experience reports. Data analysis was carried out using a Discursive Textual Analysis (DTA) approach based on three categories of analysis: 1. Inclusive-innovative practices and/or methodologies; 2. Barriers found and adaptations made to break them down; 3. PR Contributions to Residents and School Community. In addition to these elements of the research in the UNIPAMPA area, in the nucleus in question, an Integrative Literature Review (RIL) was also carried out in three databases: BDTD (Brazilian Digital Library of Theses and Dissertations), SciELO (Scientific Electronic Library Online) and Periodicals CAPES, where results were obtained from other regions of the country. Through the systematization and analysis of the data found, it was possible to have a view of the context of insertion of the Program, as well as it was possible to quantify works that brought the themes innovation and inclusion. The theme of inclusion was mentioned, primarily, in the PPP of the field schools when contextualizing Specialized Educational Assistance (AEE) and vaguely in the other instruments. Pedagogical innovation, in turn, was highly punctuated in most of the documents analyzed from a perspective that encourages student autonomy, protagonism, participatory management, among other indicators. Regarding the barriers encountered, the highlight was the resistance in the implementation of the PR in the field schools during the first edition and the COVID-19 pandemic in the second edition, in addition to the difficulty of accessing the areas where the schools were located, scored in both editions. As contributions to the academic-professional training of residents and field schools, the main one was the immersion of residents in the school context, making them share knowledge, as well as experience teaching even during graduation. It is expected that in the future the Pedagogical Residency Program will be able to use more inclusive-innovative themes in its practices.