Residência pedagógica e estágio em curso de pedagogia: aproximações e distanciamentos

Abstract

The discussion on the developments of the pedagogical residency program for the training of educators goes through broadcontexts as the objectives of the program are overdetermined by the historicity of educational policies and perspectives, however, the program is configured in the context of undergraduate courses in higher education institutions and in basic education schools, locus of the program's development. And it is in the dynamics between prp and internship within the training institutions, contexts of preparation of teaching praxis, that this research is concentrated. Investigations about pedagogical residency program become fundamental, because at the same time that the program presents similarities with the proposals of the internship, its objectives induce reformulations based on their experiences. These reformulations, aimed at the adequacy of teacher training curricula and pedagogical proposals to bncc. In fact, there are new debates about teacher training, especially practical and vocational training. Therefore, considering that, like the internship, pedagogical residency program is a professional practice activity, in which both occur in the second half of the course, providing about 400 hours of activity of supervised activities and recommending the relationship of theory and practice, this research seeks to understand: What are the principles and guidelines of pedagogical residency program and internship? How are they understood and translated by their actors in pedagogy courses? Is there articulation between the proposals? From these questions it is proposed to investigate the Pedagogical Residency program and the articulations with the Internship in the Pedagogy course of the Federal University of Catalão, in the contexts of the notices n. 06/2018 and n. 01/2020 of CAPES. It seeks to investigate the PRP and the articulations with the Internship in the Pedagogy course, in order to describe the principles and guidelines of the Institutional Program of Pedagogical Residency at IES; identify the guidelines for the Compulsory Curricular Internship for the courses of the IES; identify and describe how the PRP has been configured and the articulation between the Compulsory Curricular Internship and the HEI pedagogical residency program. To this end, the theoretical-methodological construction is based on the Policy Cycle Approach (BALL; MAINARDES, 2011) and policy practice (BALL; Maguire; BRAUN, 2016), that will help in the understanding of pedagogical residency program in apparent and unapparent areas, in a non-verticalized analysis, giving prominence to all policy actors, especially those who receive and act in policies within the institutions. The research will be organized from the documental analysis and will have as methodological procedure the semi-structured interview and defined as guiding teaching participants; teachers and residente students.