Diálogos sobre o Programa Residência Pedagógica pedagógica na construção da identidade do professor de História

Abstract

This study discusses the Pedagogical Residency Program (PRP/CAPES) through the narratives of program alumni. The investigative period coincides with the Covid-19 pandemic, a critical conjuncture characterized by social distancing measures that significantly impacted education, particularly within the practices and experiences of the program. The primary objective of this work is to understand the relationships between the Pedagogical Residency Program/CAPES and the initial training of History teachers, along with its contributions to the teaching structure in the country. The specific objectives include comprehending the actions and public policies for teacher production in Brazil and their effects on basic education; identifying the impacts of the Covid-19 pandemic on the professional development of teachers in training; and elucidating the contributions of the Pedagogical Residency Program to the formation of the professional identity of the alumni. The theoretical discussion is based on the frameworks provided by Gatti (2011; 2020), Marcelo (2009), Nóvoa (2000), Diniz-Pereira (2019), Freire (1979), among others, enabling a critical examination of the history of Brazilian educational policies and a reflection on the professional development of teachers in Brazil. Seven alumni from the History PRP of two universities, Unesp – Franca campus and UFTM – Uberaba campus, were interviewed. From these narratives, five central themes emerged: the choice of teaching as a profession, experiences during the teacher graduation, motivations during the project, the impact of Covid-19 on their experiences, and their activities post-PRP. The focus group, the final stage of the research, provided a space for exchanges and convergences, highlighting individual experiences. Keywords such as "hope," "recognition," and "reality" were analyzed in the context of identity construction among the subjects. The research reveals that the experiences in the PRP/CAPES played a decisive role in the participants' decisions regarding their commitment to or distancing from teaching, underscoring the pandemic's interference in their education. By conceptualizing education as a continuous construction process, such as teaching, and by centering on the Pedagogical Residency Program, this study emphasizes the importance of ongoing discussions and reflections on the formation of educators in our country.