Banca de QUALIFICAÇÃO: RENATA MELO ROCHA

Uma banca de QUALIFICAÇÃO de DOUTORADO foi cadastrada pelo programa.
STUDENT : RENATA MELO ROCHA
DATE: 24/06/2024
TIME: 17:00
LOCAL: https://conferenciaweb.rnp.br/webconf/patricia-bastos-de-azevedo
TITLE:

O FAZER-SE PEDAGOGA PELAS NARRATIVAS DE RESIDENTES DO PROGRAMA RESIDÊNCIA PEDAGÓGICA DA UFRRJ

KEY WORDS:

Teacher training. Self-narratives. Pedagogical Residency Program. Professional teaching knowledge.

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

The present work discusses aspects concerning the composition of the teaching ethos in the initial teacher training process. The thesis argues that training devices that understand theory and practice as inseparable and that, therefore, provide alternation between knowledge constructed at university and knowledge constructed at school, are essential for 'training for the profession' in Pedagogy. Thus, the work aims to identify which contributions resulting from the participation of Pedagogy students at the Federal Rural University of Rio de Janeiro in the Federal Pedagogical Residency Program (PRP) constitute pillars for the construction of professional teaching knowledge. It will take place through narratives of six residents of the PRP of Pedagogy at UFRRJ (biennium 2023-2024). This is qualitative research that uses aspects of the biographical project studio, described by Delory-Momberger (2006) as a methodological device. During the course of the work, residents will be invited to remember their formative experiences as residents of the UFRRJ Pedagogical Residency Program. Such writings will permeate the entry into the program, the pedagogical activities carried out in the classroom, the dialogues with basic education literacy teachers and the dialogue between the knowledge of the university and the knowledge of the school. The aim, based on the (auto)biographical texts constructed by the residents in the biographical project studio, is to identify the formative marks in the course of the residents' participation, 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 residents’ participation in the PRP; iii) dialogue between university and school and co-responsibility for teacher training; iv) tensions, conflicts and resistance in the experience and construction of PRP public policy. The research is characterized, therefore, by the investigation of becoming a pedagogue through the insurgent act of biographing oneself, in a counter-discourse of writings. The attempt to research the movement of initial teaching construction is in line with the urgency to amplify the multiple crossings that make up being a teacher in contemporary times. 

COMMITTEE MEMBERS:
Presidente - 1548864 - PATRICIA BASTOS DE AZEVEDO
Interno - 1958337 - CLEZIO DOS SANTOS
Interna - 1649545 - SANDRA REGINA SALES