Os efeitos do programa residência pedagógica no trabalho de professores de Educação Física

• Ano de defesa: 2024
• Autor(a) principal: Roveda, Gabriele Maidano
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300001b9n6
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; Brasil; Educação Física; UFSM; Programa de Pós-Graduação em Educação Física; Centro de Educação Física e Desportos
• Palavras-chave em Português: Programa residência pedagógica; Trabalho pedagógico; Educação física; Formação continuada colaborativa; Pedagogical residency program; Pedagogical work; Physical education; Collaborative continuing education; CNPQ::CIENCIAS DA SAUDE::EDUCACAO FISICA
• Link de acesso: http://repositorio.ufsm.br/handle/1/32847

The theme of teacher education has gained prominence in research and discussions within the Brazilian academic context. However, there are gaps that need to be addressed in Continuing Education (CE) to enhance the preparation of these professionals. It is worth noting that teacher CE is recurrent due to the fragility of Initial Education (IE), which poses challenges for teachers in their daily school routines. In this sense, it is necessary for teachers to be active participants in CE, collaboratively addressing their issues. This study is a master’s dissertation from the Graduate Program in Movement Sciences and Rehabilitation at the Federal University of Santa Maria. It focuses on the Pedagogical Residency Program (PRP) as a collaborative continuing education (CE) involving in-service Physical Education teachers and their pedagogical work. The objective is to verify the perception of Basic Education teachers about the effects of participating in a collaborative CE, based on the PRP of UFSM, on their pedagogical practices. The study was conducted using a qualitative approach anchored in narrative research, utilizing questionnaires to get to know the 2 research collaborators and semi-structured interviews as a tool to record the narratives of the mentor teachers. From these narratives, it was possible to identify that the collaborators understand the PRP as a space for collaborative CE, although greater proximity and collaboration from the guiding teacher are necessary. Despite the issues raised by the teachers, the analysis was organized around three “effects” that appear in the collected data: having had the opportunity to study and reflect on the school’s PPP, the collaborative construction of planning with the residents, and the valuable exchange of experiences with other mentors and residents. These effects highlight the positive impact of the PRP in promoting a more reflective and collaborative approach in teaching practice, emphasizing the importance of such programs in CE. Additionally, the collaborators reported that the program contributed to their pedagogical work. However, more studies are needed that interconnect the themes, that research with all those involved in the program (guiding teacher, mentors, and residents), and that can also count on more collaborators, in order to obtain a larger set of analyzed data.