Tornar-se professor(a): análise das práticas formativas do Programa Residência Pedagógica no curso de pedagogia

Abstract

In this work, a study on the Pedagogy Residency Program (Programa Residência Pedagógica), under the Pedagogy-Unisinos subproject, is considered. The main objective of this study is to understand and analyze the process of becoming a teacher from the students’ narratives of the Pedagogy course and through their experiences as a resident in this program. It was problematized how the Pedagogy Residency Program contributes to the process of becoming a teacher, thus helping in the training process of students of the Pedagogy-UNISINOS subproject. Based on 39 reports from resident students that recorded their performance in the inserted subproject, referring to the years 2020 and 2021 and encompassing the period of the Covid-19 Pandemic until the partial resumption of presential activities in schools, a survey was carried out on the concepts of academic formation, formation practices, subjectivization, and experience. Specifically, theories about the concept of experience and becoming a teacher were used to understand and analyze the narratives of resident students who had experience with teaching. From the analysis of these reports, it was possible to show that the Pedagogy Residency Program can significantly contribute to the preparation of these future teachers, as it develops practices relevant to the academic formation of these individuals, provided that some care is taken in its execution. The results point to training practices crossed by the pandemic and its mishaps, in which both teachers and students did not master technologies or access conditions that would allow remote teaching. Residents did not act by developing teaching in the desired sense of the pedagogical relationship between student and teacher where the teacher is a reference for teaching and training. The ways of being a teacher were still from a school model already criticized before the pandemic, i.e., activity sheets and ready-made drawings, activities based on “models” rooted in the traditional school-based pedagogical methods.