Programa Residência Pedagógica: contribuições à formação inicial de professores de educação física

Abstract

The present work proposes the analysis of the Pedagogical Residency Program with a method to identify its contributions to the initial training of teachers from their theoretical training and practical experience in the field school of undergraduate students of the Physical Education Licentiate Course at the Federal University Rural de Pernambuco (UFRPE) during the period from August 2018 to January 2020. In this sense, we will discuss the importance of initial teacher training, at the same time identifying the contributions of the Pedagogical Residency Program and what it brings with it of relevance for the advancement and improvement of teacher training courses so that residents can acquire professional experiences with quality to meet the demand of basic education in Brazil. Faced with this question, the study is qualitative research with a documentary nature, having as sources for this study: the plan of activities that were acquired by the residents, as well as the questionnaire regarding the productions carried out by each resident within the school. field and the final report, requested as a requirement for completing the program. Based on a content analysis of documents that intend to identify that the contributions of the Pedagogical Residency Program to the initial training of teachers in the Physical Education Licentiate Course at UFRPE, are related to the practical experience of residents on the school floor, the development professional safety and autonomy in the classroom, construction of professional identity, preparation and planning of classes throughout the school year, as well as a greater commitment to the school education of children and adolescents in basic education, starting with Physical Education.