EXPERIENCES OF A RESIDENT IN THE PEDAGOGICAL RESIDENCY PROGRAM IN A RURAL SCHOOL: A CRITICAL-REFLEXIVE ANALYSIS

• Autor(a) principal: Gomes Anjos, Márcia
• Data de Publicação: 2023
• Outros Autores: Pereira de Lima Mendes, Maricleide, Souza Mascarenhas Borghi, Idalina
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Momento (Rio Grande. Online)
• Texto Completo: https://periodicos.furg.br/momento/article/view/14082
• topic: Programa Residência Pedagógica, Formação Inicial de Professor, Educação do Campo.; Pedagogical Residency Program, Initial Teacher Training, Field Education.; Programa de Residencia Pedagógica, Formación Inicial Docente, Educación de Campo.

The present work aims to present the actions developed by a resident in the Pedagogical Residency Program, of the Nucleus of Natural Sciences of the Degree Course in Rural Education with qualifications in Natural Sciences and Mathematics (2018-2019) of the Federal University of Recôncavo da Bahia, campus Feira de Santana-BA. We seek to weave some reflections on the knowledge generated and acquired, in order to understand the training processes that permeated the stages and activities of the program. Bibliographic, documentary and field research, with a qualitative approach, supported the writing of this article, which were analyzed from the crossing of data collected through document analysis, observation, co-participation and conducting, which took place with 29 students from the sixth year of Elementary School Final Years, in the discipline of Science, in a unit of basic education in the city of Iraquara-Bahia. We can see from the analysis that the Pedagogical Residency Program provided the resident with greater contact with the school routine and provided the opportunity to establish the necessary relationship and articulation between theory and practice, which led her to experience the reality of being a teacher and to establish the reflection-action-reflection perspective. We believe that the present work is of profound relevance for teachers and researchers of Rural Education as it raises an issue that is always current as a matter of teacher training for the field.