Programa residência pedagógica: contribuições e desafios do programa para formação inicial dos residentes do curso de Pedagogia da Universidade Federal da Fronteira Sul - Campus Erechim

Abstract

The main objective of the present study is to investigate the contributions and identify the challenges present during the development of the Programa Residência Pedagógica/CAPES for the initial training of residents of the Pedagogy degree course at the Universidade Federal da Fronteira Sul - Campus Erechim. This program aims to promote the initial training of students, through the implementation of projects in public schools, which bring the university environment closer to the reality of school institutions, also bringing theory and practice together, I seek to understand and analyze these possible contributions that it has brought to the initial training of these residents and the challenges that permeate this context. To meet its objective, this qualitative study is guided by conducting bibliographic research and field research. The bibliographic research is based on productions by authors such as Neto (2017), Pimenta (2009), Nóvoa (1992, 2019), Galvão and Saviani (2021), among others, in addition to official documents that guide the Coordenação de Aperfeiçoamento de Pessoal de Nível Superior – Brasil (CAPES), the Programa Residência Pedagógica (PRP), and the Universidade Federal da Fronteira Sul (UFFS). The field research was carried out through the application of a questionnaire sent digitally to students of the Degree in Pedagogy at the Universidade Federal da Fronteira Sul - Campus Erechim, who were selected as residents of the Programa Residência Pedagógica /CAPES through a public notice published in the year 2020 and who carried out their activities between September 2020 and March 2022. Initially, the research presents a contextualization regarding the initial training of teachers and the performance of CAPES and the Programa Residência Pedagógica for this training. Then, based on the return of 13 questionnaires, data analysis was carried out, which allowed us to verify the challenges and contributions of the program to the training of these residents. From this analysis, it became evident that the Programa Residência Pedagógica strengthened and qualified the initial training of residents, favoring the approximation between university and school and between theory and practice, contributing to the construction of the professional identity of these students. However, some issues were cited as challenging during the program. The largest of them refers to remote teaching, as the context experienced in this period was a full pandemic. This situation generated distance and difficulties for residents to relate to schools, challenging them to live with a new teaching model (remote/digital) and all the technological and access challenges that this model involves. Allied to these situations, the question of the value of the scholarship transferred to residents also proved to be unsatisfactory. With this, it is concluded that participation in the program contributes to initial training, but that the fact that it is a recent program and developed in a pandemic context has generated some problems that need to be discussed and rethought for its next editions. Thus, the importance of advancing and improving this program is highlighted, since it is an important action for teacher training and that reflects on the educational quality of the country.