Programa de residência pedagógica: a contínua aprendizagem da docência em comunidades de prática mediante interlocuções entre Universidade e Escola

Abstract

This work is the result of collective and collaborative work, coordinated by the team pe that constitutes the institutional project, in the 2022/2024 edition, of the Residency Program Pedagogical Department at the Federal University of Pampa Foundation - Unipampa. The members of the group are faculty advisors, professors from the institution; preceptors, professors of basic education, and residents, undergraduate students at Unipampa. The proposed Institutional Project covers seventeen undergraduate courses, offering by the institution, on nine campuses, located in the Pampa Gaúcho region, covering the municipalities of Alegrete, Bagé, Jaguarão, Dom Pedrito, Caçapava do Sul, São Gabriel, Uruguaiana, Itaqui and São Borja. In addition to the different locations, there is a diversity of fields of knowledge, as it was made up of 10 subprojects, made up of 14 pedagogical residency centers, in the areas of Portuguese Language, Pedagogy, Biology, Physics, Chemistry, Science, Mathematics; Countryside Education, Physical Education, Language English, History and Geography. In this way, 210 residents worked on the project, 42 preceptors, 14 guiding teachers, 1 institutional coordinator, in 35 public schools public in the municipalities mentioned above. Given this diversity of areas and locations, the proposal was constructed in an articulated way along axes that constitute teacher training, namely: learning communities of practice, pedagogical innovation, interdisciplinarity, sustainability tability, ethnic-racial relations and pedagogical accessibility and knowledge of cases of teaching. This set of institutional efforts and actions wasestablished with a view toenhance teaching learning through academic-professional training of students on UNIPAMPA undergraduate courses, in communities of practice1 (Wenger, 2006) aimed at improving and professional engagement of graduates carried out together with the institution's teachers and public school teachers to from conversations between peers. In this sense, among the objectives, we highlight the participation of undergraduate students in pedagogical experiences that will contribute to the real knowledge of their professional performance and the constitution of their professional identity sional, insofar as immersion in the school-field will allow the carrying out of practical collaborative and guided pedagogical activities, by university teachers/researchers and basic education teachers, aiming to meet the innovative aspects of the teaching and learning process, at the same time as learning and recognizing about the peculiarities and particularities of the learning subjects at school. The project contributes It also worked with field schools providing spaces for (continuous) academic-professional to all teachers at the schools involved, valuing and encouraging the practice of interdisciplinary activities from the perspective of protagonism of students, with a focus on developing their skills and understanding competencies. Furthermore, it is considered that the process of immersion in the school-field as a moment of exchanging knowledge and renewing pedagogical perspectives, as in this space-time it is possible to know teaching cases (Schulman, 1986), which will work on understanding the school reality, as well as developing diagnoses and identification of possible solutions to the problems encountered. Furthermore, provides residents, future education professionals, with the opportunity to participate in a educational policy at national level aimed at promoting teaching learning (Mizukami, 2005-2006), which allows recognizing the multiple levels of reach and co-responsibilities of each administrative entity in implementing public policy.