Colaborações do programa residência pedagógica na prática de professores por meio de metodologias ativas

Abstract

This research is linked to the research line “Training and action of teaching professionals and educational practices” of the Doctoral Program in Education at the Universidade do Oeste Paulista (UNOESTE). Looking at the obstacles that exist in teacher training courses, the research question was defined: What are the contributions of the Pedagogical Residency program in the practice of teachers through active methodologies? The general objective of this study was to demonstrate the collaborations of the Pedagogical Residency program in the practice of teachers, of the Degree Course in Pedagogy at a Private Higher Education Institution, in the region of Presidente Prudente, through active methodologies. It was evident that the relationship between preceptors, residents, Institutional Coordinators, Higher Education Institution and rural schools, participants in the Pedagogical Residency Program, collaborate with the consolidation of a broad network that articulates different institutional spaces of educational training, positively impacting the practice teaching of teachers from the RP Program, through active methodologies, experienced during the Pedagogy course. The articulation provided more autonomous and reflective training regarding the resident's teaching practice. The theoretical foundation was guided by discussions about the RP program and its impacts on teaching practice through active methodologies, based on studies by Nóvoa, Arroyo, Gatti, Shulman, Moran, Libâneo and Morin. The methodology was qualitative, of the action research type, with twenty-four resident students and three preceptor teachers linked to the RP of a Faculty in the Pontal do Paranapanema region. The data collection instruments used were: a) questionnaires; b) semi-structured interview scripts; c) narratives; d) documentary research; and e) observation. The analysis of qualitative data was guided by content analysis, comparing them with the theoretical foundation, reaching the conclusion that the results found in this study reveal the importance and positive impacts of the Pedagogical Residency program in teaching practice, through active methodologies. Furthermore, intervention aimed at changes and innovation to produce advances and improvements in teacher training processes was fundamental in revealing the treasures of research, namely, the organization, implementation and evaluation of teacher training courses, structured by the residents themselves. , promoting interaction between peers, and the appropriation of teaching practice, through active learning methodologies, encouraged by the Pedagogical Residency Program. Finally, we justify the relevance of the study of this research, in relation to the importance of maintaining and improving the Pedagogical Residency Program, as well as launching new programs to promote teacher training, with an emphasis on practice, the empowerment of contemporary teachers who use methodologies active in their work, from initial training and appreciation and resumption of the dream of being a teacher.