THE EDUCATIONAL PRACTICES OF THE PEDAGOGICAL RESIDENCY PROGRAM IN THE INITIAL TRAINING OF THE PEDAGOGUE AT THE FEDERAL INSTITUTE OF PARÁ-CAMPUS BELÉM

Authors

Abstract

The aim of this study is to analyze the contributions of the pedagogical residency program (PRP) in the initial training of pedagogues in the full degree course in Pedagogy at the Federal Institute of Pará. Based on a qualitative approach, a bibliographic survey was carried out with authors such as André (2016), Pimenta (2012), Marx (2009), as well as other authors pertinent to the discussion of the topic and a documentary analysis that made it possible to understand how the PRP presented itself as a strategy for improving initial teacher training. Semi-structured interviews were carried out with three student-residents and the data organized using content analysis according to Bardin (1977), which investigated the educational practices developed at the PRP field school and their contributions to the training of future teachers. In this way, the PRP presented itself as an important strategy for improving the initial training of teachers with guidelines on how public education works, through the experiences of the teaching experience in the classroom, by promoting the theoretical-practical articulation, providing knowledge and the construction of the teaching identity, these factors contributed significantly to Brazilian Higher Education.

Keywords: Initial training; Educational practices; Pedagogical Residency Program.

Author Biographies

Manueli Macedo, INSTITUTO FEDERAL DE EDUCAÇÃO, CIÊNCIA E TECNOLOGIA DO PARÁ

Licenciada em Pedagogia. Tem experiência na área de Educação, com ênfase em Ensino-Aprendizagem.

Delcilene Sanches Furtado, Instituto Federal de Educação, Ciência e Tecnologia do estado do Pará/IFPA

Mestre em Educação e Cultura - PPGEDUC/UFPA, pela linha de pesquisa Educação Básica, Tecnologia e Movimentos Sociais (2017). Especialista em Gestão e Planejamento da Educação - UFPA (2012). Especialista em Educação Inclusiva no campo - UFPA (2019). Graduação em Pedagogia - UFPA (2005). Atualmente é professora do Ensino Básico, Técnico e Tecnológico (EBTT) do Instituto Federal do Pará (IFPA), campus Belém, vinculada à Diretoria de Ensino, curso de Pedagogia. È Professora Orientadora de Estudo no sub-Projeto Pedagogia do Programa Residência Pedagógica - IFPA. É professora colaboradora no PLANO NACIONAL DE FORMAÇÃO DE PROFESSORES DA EDUCAÇÃO BÁSICA-PARFOR/UFPA. È membro do Grupo de Pesquisa em Formação de professores: saberes e práticas educativas na Amazônia Paraense. Membro do Grupo de Estudos e Pesquisas sobre Trabalho e Educação - GEPTE -, Instituto de Ciências da Educação/UFPA; Associada à Associação Nacional de Pós Graduação em Pesquisa e Educação - ANPEd. Atuou como Especialista em Educação na Secretaria Executiva de Educação do Estado do Pará - SEDUC (2009-2019). Atuou como professora de Educação infantil e séries/anos iniciais do ensino fundamental na Secretaria Municipal de Educação do Município de Cametá-Pá - SEMED (2013-2019).

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Published

2024-12-31

Issue

v. 19, n. 3 (2024)

Section

Articles

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