Programa Residência Pedagógica: contribuições dos (as) professores (as) preceptores (as) à formação inicial em Educação Física.

Abstract

The present study aims to analyze the contribution of the teacher preceptor of the Pedagogical Residency Program of the initial training of teachers of the Physical Education nucleus of the Federal Rural University of Pernambuco (UFRPE), of Public Notice n°06/2018. To this end, we sought to identify the role assigned to the preceptor teacher in that program, as well as to recognize their contribution to the process of initial teacher education. The Pedagogical Residence Program rescues the educator's conception and the valorization of teaching as a result of learning-teaching, providing intense training on the school floor to residents involved in initial training. The term preceptor comes from the areas of professional training in health, evidenced in scientific productions, such as articles, dissertations and theses. However, endorsed in Education, the term preceptor is related to the teacher who supervises the activities of the resident student in the classes, allowing the exchange of knowledge and new scientific and pedagogical experiments, contributing to the process of training graduates, in the case of Physical Education. The study was developed based on qualitative research with a documental nature, based on the analysis of reports produced by the preceptors of the Physical Education Nucleus da UFRPE, bringing reflections and dialogue wheels of teacher training with the PRP, built on parts of interpretive character, in favor of knowledge: observation, theoretical study and document analysis. The preceptor teachers contribute to the training of teachers, enabling new pedagogical practices and experiences with residents and expanding the debate on the teaching of Physical Education at school, therefore, it is extremely important that the scenario of public educational policies is stimulated and applied. The Pedagogical Residency program has already demonstrated what it came for and has much to contribute to the national policy for teacher training. The success of the PRP at UFRPE reflects on the quality of teaching and academic production, which further qualifies the training.