Profissionalização da docência: Reflexões a partir do Programa de Residência Pedagógica da UEPB

Abstract

The training of teachers and the processes of knowledge acquisition for the exercise of teaching and its professionalization are current issues that act, in all areas, as fundamental elements for the improvement of teaching quality in the basic school and for the appreciation of teachers. Proceeding this way, it is considered that the Pedagogical Residency Programs (PRP) can be strong allies in the training of teachers and contribute positively to Basic Education and the teaching of Sciences. Therefore, the objective of this work is to identify and analyze the Social Representations of teachers in training who participate in the Pedagogical Residency Program of the Biological Sciences course at UEPB / Campus I on Teacher Professionalization. To this end, a descriptive research with a qualitative approach was carried out, with students from the Biological Sciences course at UEPB / Campus I who worked in the Pedagogical Residency Program in Science Teaching in the years 2018 and 2019. The TALP test, the reports and the semi-structured interview were used as a data collection instrument, so that the data were grouped into analysis categories by word combination, through the Content Thematic Analysis, proposed by Bardin (2016), and the construction of analysis categories according to Dias (2008). A textual statistical analysis was also performed, using the IRAMUTEQ Software to analyze the Textual Corpus and Matrix (CAMARGO; JUSTOS, 2013; MARCHAND; RATINAUD, 2012). The results of this research show that the structure of the central nucleus of the social representations of the participants about the teaching professionalization is composed of the elements: training, immersion, experience, remuneration and teacher appreciation. In this sense, teaching professionalization includes the processes by which teachers expand their knowledge, develop skills and competences, improve their status, raise their income, gain autonomy and social recognition, in addition to the ethical standards and values that rule their profession. The results show that the participation in the PRP provided the students with teaching experience, which could be performed using the theoretical foundations in facing the difficulties and peculiarities of teaching and in the construction of specific knowledge of Science and Biology teaching through pedagogical and humanizing knowledge. This research also contributed to the development of students at the school in which the researched subjects worked, since more dynamic, participatory, innovative teaching-learning processes were conducted in a critical and reflective manner.