Programa Residência Pedagógica: uma política de formação de professores em Educação Física

Abstract

This paper aims to analyze the Pedagogical Residency Program (PRP) as an educational policy for training teachers in Physical Education. For that, we delimited as specific objectives, to identify the political dimensions that involve the formation of teachers, to present the 2018 and 2020 public notices of the PRP, and to recognize the limits and possibilities of the PRP. We carried out a qualitative research, of the documentary type, as the main sources we used the notices of the Pedagogical Residency Program of 2018 and 2020. In this sense, we developed our study understanding all criticisms as due to the PRP, insofar as we recognize that it is also a initiative aimed at the initial training of teachers, which provides opportunities for undergraduate students to experience the profession in a dynamic way, with a duration of 440 hours of pedagogical intervention, getting to know the school more precisely, developing experiences based on a critical perspective, in a continuous process of study, planning and analysis of their pedagogical interventions at school. In accordance with the criticisms that the PRP receives from the studies presented in this monograph, we emphasize that this program allows for a more comprehensive contact about the practices developed in the school, as well as being guided by the core coordinator teachers, as well as the preceptors, a training process that provides access to the knowledge needed by residents for professional practice. This means working in an articulation between theory and practice, without competing with the obligatory supervised internship, so that they qualify and systematize even more the interventions of the teachers in training.