Concepções sobre o ser e agir docente: olhares a partir do Programa Residência Pedagógica no curso de Pedagogia do CFP - UFCG.

Abstract

The present study aimed to understand how the pedagogical residents of the Pedagogy course at the Center for Teacher Education (CFP) of the Federal University of Campina Grande (UFCG) conceive the being and acting of teaching. Thus, this work features an explanatory research with a qualitative approach. Data were collected through non-directive interviews with residents from the three stages of the pedagogical residency at the mentioned center: 2018, 2020, and 2022. The research includes a reinterpretation based on the three promulgations of the Law of Guidelines and Bases for Education: 1961, 1971, and 1996, analyzing, through a historical context, how teacher education was organized in the normative prerogatives. For its theoretical foundation, this work relies on contributions from authors such as Nóvoa (2022), Dermeval Saviani (2005), Paulo Freire (1987), among others. Another point discussed refers to the historical trajectory of teacher education, analyzed based on the legal foundations that underpin the pedagogy course. Furthermore, it sought to understand the Pedagogical Residency Program as a formative teacher policy, a space dedicated to the professional development of undergraduates from the relationship between theory and practice, and its role in the construction of teaching identity. As a result, it is presented that the Pedagogical Residency Program promotes greater insertion in the school environment. Through the implementation and execution of the program, the contact with students, guiding teachers, and preceptors contributed to the conception of being and acting as a teacher through a humanizing/transformative perspective, having as foundational elements the union of the professional and personal sides of teachers, perceived in the interviewees, as well as the continuous development of teaching identity, highlighting the residents' autonomy, taking into account the school experience.