CONTRIBUTIONS OF THE PEDAGOGICAL RESIDENCE PROGRAM AT UNIVERSIDADE ESTADUAL DO CEARA IN BASIC EDUCATION TEACHER’S FORMATION
This paper is a result of a research which had as the general goal to understand the contributions of the Pedagogical Residence Program at Universidade Estadual do Ceará in basic education teacher’s development. The methodological approach was qualitative, a case study through documental analysis, a...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2021 |
| País: | Brasil |
| Institución: | Editora Autêntica |
| Repositorio: | Formação Docente (Associação Nacional de Pós-Graduação e Pesquisa em Educação) |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs2.www.revformacaodocente.com.br:article/405 |
| Acceso en línea: | https://www.revformacaodocente.com.br/index.php/rbpfp/article/view/405 |
| Access Level: | acceso abierto |
| Palabra clave: | Profissionalidade docente. Identidade docente. Teoria e Prática. Programa Residência Pedagógica (PRP). Profesionalidad docente. Identidad docente. Teoría e Práctica. Programa Residencia Pedagógica (PRP). Teaching professionalism. Teaching identity. Theory and practice. Pedagogical Residence Program (PRP). |
| Sumario: | This paper is a result of a research which had as the general goal to understand the contributions of the Pedagogical Residence Program at Universidade Estadual do Ceará in basic education teacher’s development. The methodological approach was qualitative, a case study through documental analysis, application of a form and semi structured interviews with undergraduate Letras, Pedagogy and Biological Science students from Universidade Estadual do Ceará. Only interview data is presented here and the discussions go towards teaching formation, teaching identity and teaching profession. The results indicated that the Program presents, to the teachers to be, a bigger permanence and learning in school environment and also an integration between university and school, which contributes to the teacher’s formation and the strengthen of the theory and practice articulation. The results pointed out a certain naiveness in the speech, which attribute an applicationist and redeeming view to the Program, demanding more criticism and reflection. |
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