The Pedagogical Residence Program and the activity of pre-service teachers through reflective reports

• Autor(a) principal: Lira, Edvaldo Santos de
• Data de Publicação: 2022
• Outros Autores: Rafael, Edmilson Luiz
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Horizontes de Linguística Aplicada
• Texto Completo: https://periodicos.unb.br/index.php/horizontesla/article/view/44474
• topic: Programa de Residência Pedagógica; Formação docente; Trabalho docente; Objetos constitutivos da atividade docente; Pedagogical Residence Program; Teacher education; Teacher work; Constitutive objects of teacher actitivity

In the first contact with the teaching practice, undergraduate students can observe the dimensions and complexity of the profession. Addressing the Pedagogical Residence Program (PRP), it aims to insert undergraduates into the school context to promote their professional development. This text aims at identifying textual representations by two residents of Modern Languages of the Federal University of Paraíba, about the constitutive objects of teaching work (AMIGUES, 2004), in order to understand how these representations impact their professional development. The corpus comprises reflective reports written by the residents. The analysis is held under a qualitative-interpretative perspective, also considering the assumptions of Applied Linguistics (MOITA LOPES, 2006). The research is based on the theoretical-methodological framework of Sociodiscursive Interactionism (ISD) and its dialogue with the Work Sciences. As such, we rely on authors such as Amigues (2004), Bronckart and Machado (2004), and Medrado and Pérez (2011). The analysis suggests that the residents seem to be able to understand how the teaching work concerns movements and organizations that also happen during the classes. It also reveals the potential that programs that enhance teaching practices – specifically the Pedagogical Residence Program –, have in the understanding of teacher activity.