Percepções dos residentes pedagogos sobre o processo de construção da identidade docente no programa residência pedagógica

Abstract

The present work is the result of a research that sought to understand the perception of graduates in pedagogy at the Federal University of Delta do Parnaíba - UFDPar about the process of building the teaching identity within the Pedagogical Residency Program (PRP) during emergency remote teaching and reflected on the functions of this model of remote classes in the initial training of pedagogue teachers. In fact, we sought to point out the challenges and potential of remote teaching by residents and how these aspects influence their training. The authors who supported this research were: Anderi (2020), Castro (et al., 2021), Conceição (2018), Dourado; Siqueira (2019), Faria; Souza (2011), Freitas; Freitas; Almeida (2011), Freitas (2006), Freire (1996), Libâneo (2011), Lüdke; Boing (2004), Mello (et al., 2020), Monteiro (et al., 2020), Pimenta (2012), Pimenta; Lima (2010), Santos (2005), Silva; Lacerda; Neto (2021), Shiroma (2004), Rocha; Pobezzebon (2013) e Tardif; Raymond (2000). A qualitative, descriptive approach was used. The technique used in the field of research was the interview applied through a semi-structured online form, where 6 undergraduates were interviewed in the last period (2022.2) of the UFDPar pedagogy course. The work was structured in 3 thematic fields: 1) Pedagogical Residency Program as a field of praxis; 2) Conceptions of professional and teaching identity; 3) Process of construction of teaching identity in the Pedagogical Residency Program. It is concluded that the PRP provided the residents with professional and formative experiences that contributed to their construction as a teacher in training and added the necessary knowledge for the new educational requirements demanded by the TDIC.