Banca de DEFESA: RENATA MELO ROCHA

Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.
STUDENT : RENATA MELO ROCHA
DATE: 25/08/2025
TIME: 14:00
LOCAL: https://conferenciaweb.rnp.br/webconf/patricia-bastos-de-azevedo
TITLE:

Becoming a Teacher through the narratives of Residents of the Pedagogical Residency Program of Pedagogy at UFRRJ

KEY WORDS:

Teacher training. Narratives of the self. Pedagogical Residency Program. Teaching professional knowledge.

PAGES: 84
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

The present work discusses aspects concerning the composition of the teaching ethos in the process of initial teacher education. The thesis argues that formative devices that understand theory-practice as inseparable and that, therefore, provide the alternation between the knowledge built in the university and the knowledge built in the school, are essential for a 'training for the profession' in Pedagogy. Thus, the work aims to identify which contributions resulting from the participation of students of Pedagogy of the Federal Rural University of Rio de Janeiro in the Federal Pedagogical Residency Program (PRP) constitute as pillars for the construction of professional teaching knowledge. It is developed through narratives of three residents of the PRP of Pedagogy at UFRRJ (2022 2024) and is a qualitative research that is methodologically inspired by the biographical project studio, coined by Delory-Momberger (2006). In the course of the work, the participants were invited to relive their formative experiences as residents of the UFRRJ Pedagogical Residency Program, whose immersion took place in a peripheral field school in the Baixada Fluminense. Such writings permeate the entry into the program the pedagogical practices carried out in the classroom, the dialogues with the literacy teachers of basic education and the dialogue between the knowledge of the university and the knowledge of the school. It was intended, from the (auto)biographical texts constructed by the residents, to identify what are the formative marks in the course of the PRP, discussing: i) the Pedagogical Residency Program as a proposal to encourage teaching, in an analysis of its scope and the contributions of the PRP to the construction of professional teaching knowledge; ii) the theoretical and practical reflection developed throughout the participation of the Pedagogy residents in the PRP; iii) the dialogue between university and school and the existence or not of co-responsibility in initial teacher training; iv) the existence of tensions, conflicts and/or resistances in the experience and practical construction of the public policy of the PRP of Pedagogy at UFRRJ. The residents' writings allowed us to recognize that the act of narrating is above all a proposition of a formative order, being the 'reading of oneself' and of the 'knowledge of experience', fostered in the Pedagogical Residency Program, the composition of an identity that is at the same time theoretical, ethical, political and affective. From the encounter between what is lived and what is narrated, professional knowledge of different dimensions was affirmed, collectively elaborated and re-elaborated in a teaching movement situated in struggle, authorship, dialogue and hope.

COMMITTEE MEMBERS:
Presidente - 1548864 - PATRICIA BASTOS DE AZEVEDO
Interno - 1958337 - CLEZIO DOS SANTOS
Interna - ***.268.462-** - SANDRA REGINA SALES - UFRRJ
Externo à Instituição - HELENA MARIA MARQUES ARAÚJO
Externa à Instituição - LUCILIA AUGUSTA LINO - UERJ