Programa Residência Pedagógica: buscando caminhos para a construção do saber docente

Abstract

This work sought to understand the importance of the Pedagogical Residency program for the initial training of Geography students at the Federal University of Amazonas, highlighting the program's contribution to the construction of experiential teaching knowledge through the residents' perception. The subjects of this research were the residents who participated in CAPES public notice nº 06/2018, referring, therefore, to the years 2018-2019. The research is of a qualitative nature, taking as reference the discussion about perception based on the readings of Yi-Fu Tuan (1980) in which subjective and personal aspects are valued in Geography studies. The work is characterized as descriptive within a phenomenological approach (DARTIGUES, 1992). Data collected through interviews with UFAM residents were understood from content analysis (BARDIN, 2006). It should be noted that the results showed that the program stands out as a training mechanism in which it seeks to correlate the HEI and the schools in an attempt to provide significant initial teacher training, in which the resident can experience his future workspace, preparing himself effectively through the immersion proposed in the program. The IES plays a fundamental role in the program, since it is responsible for organizing training and events that contribute to the training of teachers. The school also has an essential functionality, as it is there that residents, through setting and immersion, observations and monitoring in schools under the guidance of field teachers, begin to produce knowledge and experience.