Formação de professores : unidade teoria e prática no programa de residência pedagógica (PRP/CAPES)

Abstract

This qualitative study aims to address Teacher Training through research on the contribution of the Pedagogical Residency Program (PRP/Capes) to the training of future teachers. Its main objective is to analyze the theory and practice unity in the PRP/Capes implementation process in a private higher education institution (HEI) in Baixada Santista in different phases: from the preparation of the Institutional Project, the relations with partner institutions, the development and evaluation of the Program by the participating subjects; as well as relating private HEIs to state HEIs. The methodological procedures used are: participant observation recorded in a Field Diary in the training contexts studied (HEI and basic school), focus groups and a questionnaire with the subjects involved in the Program. To theoretically anchor the research, we adopt (among other authors) the concepts developed by Vázquez (2011), who presents theory and practice unity as a fundamental principle for understanding the relationship between thought and human action, being considered, therefore, complementary and inseparable; Freire (1978, 1996), who deals with the humanizing role of the teacher, with a view to developing critical awareness and social transformation, understanding Education as a social practice, permeated by contradictions and tensions; Pimenta (2006, 2011), who supports the training of reflective and critical teachers and pedagogues based on the theory and practice unity as well as supervised internship with research as an organic and collaborative training process between HEIs and field schools; Nóvoa (1995, 2003, 2011), who discusses the professionalization of teachers, and Zeichner (1995, 2005, 2008, 2014), who addresses teacher training focused on transformation and social justice. Based on Content Analysis (Bardin, 2016; Franco, 2018), entrentched in analysis categories that emerged from the themes produced in the field, the results indicate the difficulties of the subjects (from HEIs and field schools) in understanding theory and practice as a unit, at the same time that PRP/Capes can present emancipatory training possibilities (both in bringing the HEI closer to basic education and in actions for the continuous training of teachers). Also, as to the supervised internship – which PRP/Capes conceives as a non-mandatory form of internship (due to its structure and organization) –, if understood with the dimension of research, can represent a facilitator of reflective processes internally in the courses offered by HEIs and in the teaching practices of field-school professionals.