As implicações do programa de residência pedagógica para formação docente: das narrativas à (re)elaboração do trabalho pedagógico no ensino da educação física
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Tipo
Artigo
Classficação
Nível teórico
Data
2021
Título do Períodico
Educação (UFSM)
ISSN
1984-6444
Página(s)/e-location
1-33
Idioma(s)
pt
Fonte
Fonte
Santa Maria, RS
46
58
jan./dez.
46
58
jan./dez.
Coleções
Resumo
O artigo cotejou as implicações do Programa Residência Pedagógica (desenvolvido no núcleo de Educação Física, sob os cuidados de uma instituição de educação superior federal), em relação à formação continuada e a organização do trabalho pedagógico desenvolvido por três (3) docentes atuantes em escolas públicas, numa cidade sul mineira. Tratou-se de uma investigação de natureza qualitativa, sob um desenho narrativo. Quanto aos procedimentos metodológicos, utilizou-se para a coleta de dados, entrevistas com base em questionário semiestruturado, com efeito, explorando o significado das ações desses docentes, a partir do teor narrativo que expuseram. Para erigir as categorias de análise, empregou-se a técnica de triangulação dos dados,observando, no primeiro processo interpretativo, a valorização fenomênica e a técnica dos dados primários, em seguida, num segundo movimento perscrutador, as informações foram contextualizadas, criticadas, comparadas e trianguladas. Por fim, na qualidade de última ação analítica, formulamos três categorias de análise, relacionando o conteúdo das entrevistas e a literatura pertinente. Os resultados evidenciaram que o programa fora auspicioso, em virtude de suas especificidades e de sua organização pedagógica, notadamente em relação à proposta de planificação dos conteúdos. De igual modo, demonstraram que os depoentes desfrutaram de formações distintas e encontravam-se em momentos díspares da carreira docente. Além disso, revelaram também que a formação continuada, proporcionada no interior do referido programa, suscitou interação (formativa) entre a educação básica e a superior, por efeito, pode-se rechaçar a dicotomia entre teoria e prática pedagógica, o que por sua vez afetou a disposição e o desdobramento do trabalho pedagógico realizado pelos pesquisados.
The article checked the implications of the Pedagogical Residency Program (developed in the Physical Education nucleus, under the care of a federal higher education institution), in relation to continuing formation and the organization of pedagogical work developed by three (3) teachers working in public schools in a southern Minas Gerais city. It was treated a qualitative investigation, under a narrative design. As for the methodological procedures, interviews based on a semi-structured questionnaire were used for data collection, in fact, exploring the meaning of the actions of these teachers, based on the narrative content they exposed. To erect the analysis categories, the data triangulation technique was used, observing in the first interpretative process, the phonetics and technical valuation of the primary data, then, in a second analytical movement, the information was contextualized, criticized, compared and triangulated. Finally, as the last analytical action, we formulate three specific categories of analysis, relating the content of the interviews and the relevant literature. The results showed that the program was auspicious, due to its specificities and pedagogical organization, notably in relation to the content planning proposal. In the same way, demonstrated that the interviewees obtained distinct formations and experience different moments in teaching career. In addition, it also revealed, that the continuing formation provided within the aforementioned program gave raised to (formative) interaction between basic and higher education, by effect, one can refuse the dichotomy between theory and pedagogical practice, which in turn affected the disposition and unfolding of the pedagogical work carried out by the respondents.
The article checked the implications of the Pedagogical Residency Program (developed in the Physical Education nucleus, under the care of a federal higher education institution), in relation to continuing formation and the organization of pedagogical work developed by three (3) teachers working in public schools in a southern Minas Gerais city. It was treated a qualitative investigation, under a narrative design. As for the methodological procedures, interviews based on a semi-structured questionnaire were used for data collection, in fact, exploring the meaning of the actions of these teachers, based on the narrative content they exposed. To erect the analysis categories, the data triangulation technique was used, observing in the first interpretative process, the phonetics and technical valuation of the primary data, then, in a second analytical movement, the information was contextualized, criticized, compared and triangulated. Finally, as the last analytical action, we formulate three specific categories of analysis, relating the content of the interviews and the relevant literature. The results showed that the program was auspicious, due to its specificities and pedagogical organization, notably in relation to the content planning proposal. In the same way, demonstrated that the interviewees obtained distinct formations and experience different moments in teaching career. In addition, it also revealed, that the continuing formation provided within the aforementioned program gave raised to (formative) interaction between basic and higher education, by effect, one can refuse the dichotomy between theory and pedagogical practice, which in turn affected the disposition and unfolding of the pedagogical work carried out by the respondents.
Descrição
Palavras-chave
Programa residência pedagógica, Formação continuada, Educação física, Trabalho pedagógico, Pedagogical residence program, Continuing formation, Physical education, Pedagogical work
Citação
CARNEIRO, Kleber Tüxen; SILVA, Bruno Adriano Rodrigues da; REIS, Fábio Pinto Gonçalves dos. As implicações do programa de residência pedagógica para formação docente: das narrativas à (re)elaboração do trabalho pedagógico no ensino da educação física. Educação (UFSM), Santa Maria, RS, v. 46, n. 58, p. 1-33, jan/dez. 2021. https://doi.org/10.5902/1984644442561. Disponível em: https://periodicos.ufsm.br/reveducacao/article/view/42561. Acesso em: 2022-07-20