Banca de DEFESA: ADELMIRAN SILVA DE OLIVEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : ADELMIRAN SILVA DE OLIVEIRA
DATE: 06/07/2023
TIME: 15:00
LOCAL: UFAL - Campus Arapiraca
TITLE:

CONTRIBUTIONS OF THE PEDAGOGICAL RESIDENCY PROGRAM (CAPES) FOR TEACHING PRAXIS IN THE FORMATION OF GEOGRAPHY TEACHERS IN ALAGOAS

KEY WORDS:

Pedagogical Residency. Teaching Practice. Teacher Training. Geography Teachers. Public Universities of Alagoas.

PAGES: 130
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

This dissertation analyzes the second edition of the Pedagogical Residency Program, developed by the Coordination for the Improvement of Higher Education Personnel (CAPES), in order to analyze the contributions that the implementation of this program provided for the Praxis and Teacher Training in Geography at the Federal University of Alagoas (UFAL) and the State University of Alagoas (UNEAL) between October 2020 and March 2022. Specifically, we aimed to: To understand the way the Pedagogical Residency Program was constructed and developed in the public universities of Alagoas with emphasis on teacher training and teaching praxis; to identify how teaching praxis was presented and proposed for the initial training of Geography teachers in the public universities of Alagoas; and to infer if the PRP contributed to the teaching praxis of Geography residents in the public universities of Alagoas. For this our research followed the methodological guidelines of qualitative research using a bibliographic survey, in the composition of its theoretical basis, documentary research, in the composition of the research corpus, and content analysis in the conception of Laurence Bardin (1977) in the exploration of the material and for the treatment of the data obtained. In this way, our analysis was based on two categories defined a priori: Teacher Training and Teacher Praxis. For each category, four subcategories emerged: Initial training, Teaching practice, Teaching identity, Experience/Autonomy for the category Teacher training; and Relationship/articulation theory and practice, Action-reflection-action, Knowing and doing of teachers, Transformation of reality from practice for the category Teaching praxis. This set of categories and subcategories guided our analysis of three groups of documents that make up our research corpus: 1. the PRP documents (CAPES edicts and ordinances, Institutional Projects of HEIs and Geography subprojects); 2. the Pedagogical Projects of Geography courses (PPCs) of UFAL and UNEAL; and 3. the experience reports produced by the residents at the end of the execution of the program. The analysis around group 1 contemplated this set of categories and subcategories and was also based on units of analysis defined under the conception of Maria Marly de Oliveira (2016). The analysis around groups 2 and 3 contemplated only the category Teaching Praxis and its respective subcategories. Thus, our analyses indicated that the Pedagogical Residency Program (PRP) contributed to the teaching praxis in the training of Geography teachers in the HEIs of Alagoas through the reflection on the teaching practice provided by the preparation of residents prior to regency; the pedagogical intervention actions provided by the immersion of residents in the contexts of the field schools; The construction and re-signification of knowledge and practices in the face of the contexts caused by the pandemic; the experience of daily school life in hybrid and classroom regimes; the construction of the teaching identity; the articulation with the Supervised Curricular Internship; and the awareness that the pedagogical practices that permeate the teaching profession are endowed with the potential to transform reality.

BANKING MEMBERS:
Presidente - 2079072 - ADELMO FERNANDES DE ARAUJO
Interno(a) - 1348700 - TEREZA CRISTINA CAVALCANTI DE ALBUQUERQUE
Externo(a) à Instituição - JENAICE ISRAEL FERRO - UNEAL