Pedagogical Residence Program Nature Sciences and Mathematics (Ledoc/UFMA): to enhance theoretical and methodological conceptions of the Rural Education paradigm in public schools in Maranhão

• Autor(a) principal: Bragança, Sabrina Zientarski de
• Data de Publicação: 2023
• Outros Autores: Menezes, Hermeson Claudio Mendonça, Zientarski, Clarice
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Brasileira de Educação do Campo
• Texto Completo: https://sistemas.uft.edu.br/periodicos/index.php/campo/article/view/15361

ABSTRACT. This article aims to analyze the Pedagogical Residency Program (PRP) carried out in the Bachelor's degree course in Field Education (UFMA), based on the premise that the program seeks to encourage classroom experience and establish an interaction between academic research and teacher theory-practice. The purpose of the program developed by UFMA was to enhance didactics and methodologies based on the paradigm of field education and the Historical-Critical Pedagogy, having three public schools in the rural areas of Maranhão as an empirical space. During the course, UFMA professors and students sought to identify the limits and possibilities of the PRP in these territories, both for the undergraduate students and for the field schools. It is emphasized that, for the realization of this article, data obtained by UFMA itself and reports were used, which involved diagnosis, evaluation and self-evaluation of the students, qualitative-quantitative research, and a survey of the reality in which the course took place, carried out through bibliographic and documentary research and fieldwork, including interviews, questionnaires, and direct observation with reports. It was evidenced, from the collected data, that the materialization of the PRP presented limits related to a possible linkage to teacher training policy and a utilitarian view of education, as well as in the operationalization by the university and public basic education schools. At the same time, the program demonstrates the potential of the theory-practice relationship to train students capable of managing educational processes, developing pedagogical strategies that aim at the formation of critical and autonomous human subjects, with educational principles that aim at human emancipation.