Formação de professores de química no programa residência pedagógica : reflexões expressas na relação teoria-prática

Abstract

Initial teacher education is a field of study full of challenges, whether theoretical, practical or political. Training is a social action of transmitting knowledge, know-how, or know-how, generally, a function exercised in a society by a dominant culture with the effect of change. Teacher education is a continuous process of building a professional identity and permeates the entire life of the teacher. Therefore, the experiences/observations along the academic and professional trajectory brought to this research the desire to answer the research problem: What is the impact of the Pedagogical Residency Program (PRP) in the initial training of Chemistry teachers? Therefore, this work has the general objective of understanding the impact of the PRP in the initial training of Chemistry teachers. That said, we defend the thesis that the PRP impacts the training of Chemistry teachers by promoting the theory-practice relationship by bringing University-School closer together. Therefore, we opted for a qualitative approach with a descriptive purpose, with the object of study two PRP Chemistry Centers of two Higher Education Institutions (HEIs). In the data construction procedure, documental analysis of institutional projects, interviews with institutional coordinators, guiding teachers and preceptors and questionnaires with residents were used. We analyzed the data with Content Analysis (CA). In view of the data, the PRP presented similar aspects in the implementation of both investigated projects, holding meetings, activities such as planning, conducting, elaboration of didactic material, among other actions. The theory-practice articulation is evidenced in the teaching immersion by the university-school relationship, bringing contributions to the training of residents, guiding teachers and preceptors. We problematize the relationship between the PRP and the Mandatory Supervised Internships (ESO), both as contexts and spaces of dispute for a fundamental role in teacher education. We noted the similarities in purpose and discussed the possibility of replacing ESO with PRP. We understand that the PRP impacts training in the theory-practice relationship by enabling a teaching immersion in the context of future teachers' performance. We highlight the impact that the PRP has on the ESO, by highlighting its weaknesses in teacher training, such as the need to bring the university closer to the school, discussion and integration between university teachers, graduates and basic education teachers. We believe that it is possible to build a Pedagogical Residency Program that serves a larger number of social actors, however, no longer in initial training, but at the beginning of teaching as a teacher induction policy and a space for continuing education with qualifications and conditions worthy of work. It is necessary to carry out more research on the PRP, especially considering the projects proposed from the 2020 and 2022 CAPES notices to understand the impacts that the changes in its objectives brought to the project, to the initial and continued training of Chemistry teachers so that, in view of the production and discussion of these data, it is possible to rethink the PRP and propose a training policy not of assistance, but of political, social and cultural resistance committed to the being and doing of teaching.