The dialogues between preceptor and resident in the context of pedagogical residence: reflections in favor of a construction of teacher identity

• Autor(a) principal: Lira, Edvaldo Santos de
• Data de Publicação: 2020
• Outros Autores: Medrado, Betânia Passos, Costa, Walison Paulino de Araújo
• 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/32851
• topic: Residência Pedagógica; formação inicial; identidade docente; Pedagogical Residence; initial teacher education; teacher identity

The Pedagogical Residency Program (PR) aims at inserting the undergraduate student into the school for teaching practice. During the first call for proposals, the Spanish/English Language Group from the Department of Foreign Languages at UFPB constituted a collective with 27 residents. They were allocated in three full-time schools in the cities of João Pessoa and Bayeux. The residents’ activities were divided into setting, observing, teaching, input meetings, besides developing an intervention plan. In each school, a preceptor accompanied the residents, and he/she supervised all the work developed. Considering this formative scenario, we aim, in this paper, at reflecting on the construction of the teacher identity from the dialogue between a resident and his preceptor. Our corpus comprises reflective reports, written by the resident, and analyzed under a qualitative-interpretative perspective. This paper relies on the conception of identity (HALL, 2005; BAUMAN, 2005; 2014 [2001]), identity and teachers’ formation (TARDIF, 2002; OLIVEIRA; BOER, 2018; REICHMANN, 2015; 2013) and observation in initial teacher education context (BIAZI, GIMENEZ, STUTZ, 2011). The result of our analysis showed that the dialogues between preceptor and resident added to the construction of the pre-service teacher professional identity, from a critical-reflexive perspective.