THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION

Detalhes bibliográficos
Autor(a) principal: Souza, Cleiciane do Rosário Moraes
Data de Publicação: 2022
Outros Autores: Silva, Hellen do Socorro de Araújo, Saboia, Tiago Corrêa
Tipo de documento: Artigo
Idioma: por
Título da fonte: Inter-ação (Goiânia. Online)
Texto Completo: https://revistas.ufg.br/interacao/article/view/72031
Resumo: This article aims to reflect on the contradictions of the Pedagogical Residency Program (PR) amid the epistemology of practice imposed by CAPES Public Notice of number 06/2018, as well as analyze the Degree in Rural Education at the Federal University of Pará, Tocantins/ Cametá Campus, as a training policy in the counter-hegemonic perspective. Our methodology consisted of bibliographic, documentary, and field research studies. The results showed that the effective experience of students in the process of training the course under analysis sought to introduce them to work in countryside schools, implementing a curriculum with an interdisciplinary perspective centered on life and work, in which sociocultural and scientific knowledge is permanent dialogue. KEYWORDS: Educational Policy. Teacher Training. School in the Countryside. University Education.
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spelling THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATIONEL PROGRAMA RESIDENCIA PEDAGÓGICA Y LA FORMACIÓN INICIAL DE PROFESORES: REFLEXIONES A PARTIR DE UNA PROPUESTA CONTRAHEGEMÓNICA EN LA EDUCACIÓN DEL CAMPOO PROGRAMA RESIDÊNCIA PEDAGÓGICA E A FORMAÇÃO INICIAL DE PROFESSORES: REFLEXÕES A PARTIR DE UMA PROPOSTA CONTRA-HEGEMÔNICA NA EDUCAÇÃO DO CAMPOThis article aims to reflect on the contradictions of the Pedagogical Residency Program (PR) amid the epistemology of practice imposed by CAPES Public Notice of number 06/2018, as well as analyze the Degree in Rural Education at the Federal University of Pará, Tocantins/ Cametá Campus, as a training policy in the counter-hegemonic perspective. Our methodology consisted of bibliographic, documentary, and field research studies. The results showed that the effective experience of students in the process of training the course under analysis sought to introduce them to work in countryside schools, implementing a curriculum with an interdisciplinary perspective centered on life and work, in which sociocultural and scientific knowledge is permanent dialogue. KEYWORDS: Educational Policy. Teacher Training. School in the Countryside. University Education.Este artículo busca reflexionar sobre las contradicciones del Programa Residencia Pedagógica (RP) considerando la epistemología de la práctica impuesta por la Convocatoria CAPES Nº06/2018, así como también, analizar el curso de Licenciatura en Educación del Campo de la Universidad Federal del Pará, Campus Tocantins/Cametá, como una política de formación en la perspectiva contrahegemónica. La metodología se fundamentó en estudios bibliográficos, documentales e investigaciones en terreno. Los resultados apuntan que la vivencia efectiva de los estudiantes en proceso de formación del curso en análisis, ha buscado prepararlos para su actuación en las escuelas del campo, implementando un currículum de perspectiva interdisciplinar centrado en la vida y en el trabajo, en donde los conocimientos socioculturales y científicos estén en permanente diálogo. PALABRAS CLAVE: Política Educacional. Formación Docente. Escuela del Campo. Enseñanza Superior.Este artigo tem por objetivo refletir sobre as contradições do Programa Residência Pedagógica (RP) em meio à epistemologia da prática imposta pelo Edital CAPES Nº 06/2018, bem como analisar a Licenciatura em Educação do Campo da Universidade Federal do Pará, Campus do Tocantins/Cametá, como uma política de formação na perspectiva contra-hegemônica. A metodologia se ancorou em estudos bibliográficos, documentais e pesquisa de campo. Os resultados apontaram que a vivência efetiva dos estudantes em processo de formação, do curso em análise, procurou formá-los a fim de atuar nas escolas do campo, implementando um currículo de perspectiva interdisciplinar, centrado na vida e no trabalho, em que os conhecimentos socioculturais e científicos estejam em permanente diálogo. PALAVRAS-CHAVE: Política Educacional. Formação Docente. Escola do Campo. Ensino Superior.Faculdade de Educação (UFG)2022-08-31info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionAvaliado por paresapplication/pdfhttps://revistas.ufg.br/interacao/article/view/7203110.5216/ia.v47i2.72031Journal Inter-Ação; Vol. 47 No. 2 (2022): The right to Education in rural areas: trajectories of struggles, resistance and challenges; 507-522Revista Inter Ação; Vol. 47 Núm. 2 (2022): El derecho a la Educación del Campo: trayectorias de lucha, resistencias y desafíos; 507-522Revista Inter-Ação; v. 47 n. 2 (2022): O direito à Educação do Campo: trajetórias de lutas, resistências e desafios; 507-5221981-8416reponame:Inter-ação (Goiânia. Online)instname:Universidade Federal de Goiás (UFG)instacron:UFGporhttps://revistas.ufg.br/interacao/article/view/72031/38629Copyright (c) 2022 Cleiciane do Rosário Moraes Souza, Hellen do Socorro de Araújo Silva, Tiago Corrêa Saboiainfo:eu-repo/semantics/openAccessSouza, Cleiciane do Rosário Moraes Silva, Hellen do Socorro de Araújo Saboia, Tiago Corrêa 2022-09-01T12:45:27Zoai:ojs.revistas.ufg.br:article/72031Revistahttps://revistas.ufg.br/index.php/interacaoPUBhttps://revistas.ufg.br/index.php/interacao/oai||revistainteracao@gmail.com1981-84160101-7136opendoar:2024-05-21T19:55:08.122449Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)true
dc.title.none.fl_str_mv THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION
EL PROGRAMA RESIDENCIA PEDAGÓGICA Y LA FORMACIÓN INICIAL DE PROFESORES: REFLEXIONES A PARTIR DE UNA PROPUESTA CONTRAHEGEMÓNICA EN LA EDUCACIÓN DEL CAMPO
O PROGRAMA RESIDÊNCIA PEDAGÓGICA E A FORMAÇÃO INICIAL DE PROFESSORES: REFLEXÕES A PARTIR DE UMA PROPOSTA CONTRA-HEGEMÔNICA NA EDUCAÇÃO DO CAMPO
title THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION
spellingShingle THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION
Souza, Cleiciane do Rosário Moraes
title_short THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION
title_full THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION
title_fullStr THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION
title_full_unstemmed THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION
title_sort THE PEDAGOGICAL RESIDENCE PROGRAM AND THE INITIAL TRAINING OF TEACHERS: REFLECTIONS BASED ON A COUNTER-HEGEMONIC PROPOSAL IN COUNTRYSIDE EDUCATION
author Souza, Cleiciane do Rosário Moraes
author_facet Souza, Cleiciane do Rosário Moraes
Silva, Hellen do Socorro de Araújo
Saboia, Tiago Corrêa
author_role author
author2 Silva, Hellen do Socorro de Araújo
Saboia, Tiago Corrêa
author2_role author
author
dc.contributor.author.fl_str_mv Souza, Cleiciane do Rosário Moraes
Silva, Hellen do Socorro de Araújo
Saboia, Tiago Corrêa
description This article aims to reflect on the contradictions of the Pedagogical Residency Program (PR) amid the epistemology of practice imposed by CAPES Public Notice of number 06/2018, as well as analyze the Degree in Rural Education at the Federal University of Pará, Tocantins/ Cametá Campus, as a training policy in the counter-hegemonic perspective. Our methodology consisted of bibliographic, documentary, and field research studies. The results showed that the effective experience of students in the process of training the course under analysis sought to introduce them to work in countryside schools, implementing a curriculum with an interdisciplinary perspective centered on life and work, in which sociocultural and scientific knowledge is permanent dialogue. KEYWORDS: Educational Policy. Teacher Training. School in the Countryside. University Education.
publishDate 2022
dc.date.none.fl_str_mv 2022-08-31
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Avaliado por pares
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://revistas.ufg.br/interacao/article/view/72031
10.5216/ia.v47i2.72031
url https://revistas.ufg.br/interacao/article/view/72031
identifier_str_mv 10.5216/ia.v47i2.72031
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://revistas.ufg.br/interacao/article/view/72031/38629
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Faculdade de Educação (UFG)
publisher.none.fl_str_mv Faculdade de Educação (UFG)
dc.source.none.fl_str_mv Journal Inter-Ação; Vol. 47 No. 2 (2022): The right to Education in rural areas: trajectories of struggles, resistance and challenges; 507-522
Revista Inter Ação; Vol. 47 Núm. 2 (2022): El derecho a la Educación del Campo: trayectorias de lucha, resistencias y desafíos; 507-522
Revista Inter-Ação; v. 47 n. 2 (2022): O direito à Educação do Campo: trajetórias de lutas, resistências e desafios; 507-522
1981-8416
reponame:Inter-ação (Goiânia. Online)
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instname_str Universidade Federal de Goiás (UFG)
instacron_str UFG
institution UFG
reponame_str Inter-ação (Goiânia. Online)
collection Inter-ação (Goiânia. Online)
repository.name.fl_str_mv Inter-ação (Goiânia. Online) - Universidade Federal de Goiás (UFG)
repository.mail.fl_str_mv ||revistainteracao@gmail.com
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