THE PERSPECTIVE OF RESIDENTS IN THE TEACHER TRAINING PROCESS: THE CONTRIBUTIONS OF THE PEDAGOGICAL RESIDENCE PROGRAM IN THE TRAINING OF LITERACY TEACHERS
Ayrlla Sterfani Laureano dos Santos[1]
Graduating
in Pedagogy from the State University of Rio Grande do Norte – UERN.
Postgraduate student in Psychopedagogy at the Faculty of Sciences of Bahia -
FACIBA.
Giully Kelly Amâncio da Silva[2]
Graduating in
Pedagogy from the State University of Rio Grande do Norte – UERN.
Márcio Jocerlan de Souza[3]
Master in Education
from the Federal University of Rio Grande do Norte – UFRN. Professor at the
State University of Rio Grande do Norte - UERN.
[1]Graduating in Pedagogy from
the State University of Rio Grande do Norte (UERN). Postgraduate student in
Psychopedagogy at the Faculty of Sciences of Bahia (FACIBA). Email: ayrllasterfani@gmail.com
🇧🇷
Lattes: http://lattes.cnpq.br/939507045684397
.
[2]Graduating in Pedagogy from
the State University of Rio Grande do Norte (UERN). Email: Giullykellyamancio@gmail.com
. Lattes: http://lattes.cnpq.br/7505825196782252
.
[3] Master in Education from the Federal University of Rio Grande do Norte
(UFRN). Graduated in Pedagogy from the State University of Rio Grande do Norte
(UERN). Full Professor at the Advanced Campus of Assú/RN at the State
University of Rio Grande do Norte (UERN). Email: Marcio.uern@yahoo.com
. Lattes: http://lattes.cnpq.br/8649184710025146
.
ABSTRACT : This report deals with
experiences with the Pedagogical Residency Program (RESPED), supported by the
Coordination for the Improvement of Higher Education Personnel (CAPES), which
is linked to the Ministry of Education (MEC), based on the subproject Literacy
of the nucleus in Assú, of the State University of Rio Grande do Norte (UERN),
The RESPED subproject, which is linked to the Ministry of Education (MEC), is
based on the subproject Alfabetização (Literacy) of the Assú subproject of the
University of the State of Rio Grande do Norte (UERN), and inserts
undergraduate students of Pedagogy in the daily life of schools, bringing UERN
closer to the basic school space, specifically the 1st and 2nd years of
elementary school to participate in methodological and technological
experiences and teaching practices that contribute to the literacy process of
children from 5 to 7 years old. RESPED aims to induce the improvement of
practical training in undergraduate courses, promoting the immersion of
undergraduates in basic education schools. The experiences as residents took
place at Complexo Educacional Doutor Pedro Amorim (CEPA), in a 2nd year class,
in the second semester of 2020. The pedagogical practices were adapted to the
remote model together with the teacher. The applied methodology includes
in-depth observations, in the researched context, experience reports in the
logbook of the experiences during the participation in the program. In short,
the experiences in the classroom, such as observation, planning and regency,
contributed to the construction of professional teaching practice, are real
situations that demand the importance of dialogue between the theoretical and
practical dimensions, reflection in the action of teachers being fundamental in
the development of the formation of teacher identity that is built with the
practices of everyday life from their values and knowledge.
Keywords: teacher. training. experiences. school. pedagogical residence.
Reviewed by Current Scientific Journal
on
dezembro 07, 2022
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