Banca de DEFESA: Laise Ataides Ribeiro

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : Laise Ataides Ribeiro
DATE: 09/12/2024
TIME: 14:00
LOCAL: Sala de Atos - FE 01
TITLE:

THE PEDAGOGICAL RESIDENCE PROGRAM (PRP) IN THE CENTRAL-WEST: CONTRIBUTIONS AND LIMITS FOR TEACHER TRAINING

KEY WORDS:

Teacher training; Pedagogical residency; Institutional project.

PAGES: 200
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This research is linked to the Teaching Profession, Curriculum and Evaluation Research Line of the Postgraduate Program in Education at the University of Brasilia (UnB). The aim of this work was to understand the contributions and limits of the Pedagogical Residency Program (PRP) for teacher training, based on an analysis of the institutional projects of five institutions in the Brazilian Midwest. As specific objectives of the research, we analyzed the productions on Pedagogical Residency (PR) from 2015-2021; we analyzed the literature and the research and history on PR; and finally we carried out a documentary analysis of the PRP notices and institutional projects. We started from the following central problem: what are the contributions and limits of the PRP for teacher training? In order to understand the discussion, we also raised some guiding questions for this study: What political influences and conceptions are present in the official texts that established the Pedagogical Residency? What are the contributions of the PRP to the construction of a professional praxis? The research was carried out with five HEIs in the states of Goiás, Mato Grosso, Mato Grosso do Sul and the Federal District, which provided us with their institutional PRP projects for the following years: 2018, 2020 and 2022. We relied on the theoretical framework of historical-dialectical materialism, using authors such as Curado Silva (2008), Marx; Engels (2007), Marx (1977), among others. The research was carried out according to the following stages: i) study of Brazilian legislation and theorists who deal with teacher training, and a survey of works on the subject for the state of knowledge; ii) analysis of documents, public notices and institutional projects; iii) analysis and tabulation of data, construction of categories and analysis of the results. The analysis carried out using the research methods revealed that the Pedagogical Residency, like the field of teacher training, is the scene of disputes; the notices, regulations and direction of the program have changed over the course of its existence. It is a program to introduce teaching into initial training and is anchored in the perspective of the epistemology of practice. We have listed some points of the PRP that can be considered weak and its positive points for teacher training. We can see the relevance of this residency proposal for teacher training, which has contributed to initial and continuing training, influencing the learning of the profession, and elevating the school as a place for training, highlighting the school as a place for immersion in professional practice and basic education teachers as co-trainers of undergraduates. We propose that the residency can make an important contribution to teacher training, however, it must be based on another epistemological perspective and as an alternative we present the epistemology of praxis. We point out that the last call for proposals for the Pedagogical Residency Program ended in 2024, and that there was no forecast of a new call for proposals, which creates uncertainty about the future of the program.

COMMITTEE MEMBERS:
Externa ao Programa - 2421376 - ANA SHEILA FERNANDES COSTA - nullExterna à Instituição - GISELE MASSON - UEL
Interna - 1691630 - KATIA AUGUSTA CURADO PINHEIRO CORDEIRO DA SILVA
Externa à Instituição - MAGALI SILVESTRE - UNIFESP
Externo ao Programa - 1716169 - PEDRO ERGNALDO GONTIJO - null