A constituição do raciocínio pedagógico por futuros professores no contexto do Programa Residência Pedagógica

Abstract

This master's thesis, developed within the framework of the Postgraduate Program in Education at the Federal University of Lavras (UFLA), linked to the Research Line of Professional Teaching Development, pedagogical practices and innovations and to the CNPq research group entitled: Grupo de Research on Teacher Training and Pedagogical Practices (FORPEDI), presents the final results of the research that aimed to investigate how the processes of Pedagogical Reasoning took place, in the context of the Pedagogical Residency Program, considering the pandemic context - Covid-19 in which the activities were developed, seeking to understand from the experiences reported by the residents in their reflective records, the constitution of the pedagogical reasoning existing in their activities and actions during the teaching and learning process in the Pedagogical Residency program. Based on this, we seek to answer questions such as: How did the activities developed in the context of the Pedagogical Residency program provide opportunities for the development of Pedagogical Reasoning? What knowledge emerged from the proposed pedagogical activities? What is the evidence of construction and acquisition of Pedagogical Reasoning in the exercise of teaching by residents? We used qualitative research as a methodology, and as an instrument for data collection the analysis of Reflective Records produced by residents throughout the program. 10 reflective records were selected, based on the selection criteria: presence of elements for the constitution of a Pedagogical Reasoning; Teaching learning; Teacher training in the context of the program and the approach to the research topic. Therefore, analyzing these data, our categories emerged: Teaching learning; The possibilities for the development of pedagogical reasoning; Dilemmas of teaching in the context of the pandemic: demand for pedagogical reasoning and the construction of new knowledge about teaching. We support theoretically in authors who discuss the themes of teaching learning (BOLZAN et. al 2014; MIZUKAMI 2010; SHULMAN 2014; NÓVOA 1995; BOLZAN 2009); on the Pedagogical Residency Program (CAPES 2018; BRASIL 2018; IMBERNÓN 2006); and on pedagogical reasoning processes (SHULMAN, 2014, 1986; MIZUKAMI, 2004; BARBOSA 2018). From this research, it was possible to understand that the professional learning processes of teaching residents happen through contact with dilemmas and/or difficult and conflicting situations of pedagogical practice. The analyzes showed that the involvement of these students with the regencies in the PRP, contributed to their formation as teachers, allowing: to relate the theory studied in the course with the pedagogical practice developed in the space of the schools; enhance processes of knowledge elaboration from the pedagogical practice and the challenges posed by it from its planning to its development; evidenced the reflective attitude towards the developed regencies and those who wanted to develop; fostering pedagogical reasoning processes. We conclude that the participation of students in the Pedagogical Residency Program allowed the development of pedagogical reasoning by future pedagogues, favoring the acquisition of a contextualized and meaningful professional attitude. It also allowed the redefinition of professional knowledge, favoring the formation of teaching learning and its professional identity.