The Teaching Residence as a stage for the construction of knowledge, reflections and strengthening of professional identity in the Brazilian context: A RESIDÊNCIA DOCENTE COMO ESPAÇO FORMATIVO: NARRATIVAS SOBRE A CONSTRUÇÃO DE SABERES E DA IDENTIDADE PROFISSIONAL DE PROFESSORAS DE CIÊNCIAS E BIOLOGIA

• Autor(a) principal: Resende, Ana Carolina
• Data de Publicação: 2023
• Outros Autores: Avellar Freitas, Cláudia, Bassoli Rosa, Fernanda
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensaio (Belo Horizonte. Online)
• Texto Completo: https://periodicos.ufmg.br/index.php/ensaio/article/view/40759
• topic: formação continuada de professores; pesquisa autobiográfica; saberes docentes.; continuing teacher education; autobiographical research; teacher knowledge.; formación continua del professorado; investigación autobiográfica; saberes docentes.

This work, based on collaborative action research and (auto)biographical research, focuses on the formative experiences of the authors in a Teaching Residency Program (PRD), developed by a Brazilian federal university. The research, supported by the authors' narratives, had the following objectives: to analyze the knowledge that these experiences made it possible to produce, and their impacts on the formation and construction of the teaching identity, and to identify the conditions of the PRD that favored the construction of professional knowledge. The analytical process was based on Sociolinguistic Discourse Analysis. The narratives had as a common point the identification of the beginning of the career as a stage of intense learning, transformations in professional identities and unfavorable working conditions. We relate the changes in curricular policies on licensure in the last twenty years to the expansion of pedagogical and experiential training of teachers. We characterize the participation in the PRD as a stage for the development of co-teaching and research on praxis, the construction of different professional knowledge and the development of the authors' teaching identity, as teachers-researchers-authors.