As contribuições do Programa de Residência Pedagógica na construção da identidade docente de licenciandos em Ciências Biológicas

Abstract

This research focused on evaluating how the UNIFAL-MG Pedagogical Residency Program contributed to the construction of the teaching identity of residents of the Biological Sciences Degree course in the context of the COVID-19 pandemic, during the period from 2020 to 2022. Pedagogical Residency Program (PRP), the objective of this study, has as one of its objectives the modification of licensing in Basic Education Institutions (IEB), in order to promote a more direct relationship between Higher Education Institutions (HEIs) and the IEB , providing an improvement in training, in which the resident has the opportunity to insert themselves within the Brazilian school reality, in addition to the experiences provided by the curricular supervised internship. The study is characterized as qualitative, with data collected through a documentary analysis of the final reports produced by residents, 18 of which are experimental reports. The work was requested and approved by the institution's ethics committee. The reports were prepared through Bardin's content analysis. Thus, this study shows us that the teacher's identity is built in the path and experience of the teacher trainer and teacher trainee. Therefore, public policies need to increasingly direct their attention to initial training in undergraduate courses, since this approach between undergraduate students and the school environment favors the construction of the training of reflective educators, capable of following changes in the educational context with more experience. In this way, three themes and eight categories were identified according to the theoretical and emerging basis of the registration units. Data analysis highlighted the role of the resident on the scene during the pandemic, a teacher in training who went through a peculiar moment in education, highlighting many surprises and uncertainties; the collaborative process between residents, preceptors and advisors during remote teaching; and the guidelines used to transition from in-person to remote teaching, through pedagogical mediations based on Digital Information and Communication Technologies.