O Programa Residência Pedagógica e a formação inicial de professores de geografia: as práticas pedagógicas antes e durante a pandemia de Covid-19

Abstract

The initial training of teachers is closely linked to the ability of future professionals to deal with the pedagogical challenges that are in schools. For Paulo Freire (2002, p.17), “the critical teaching practice, which implies the right thinking, involves the dynamic, dialectical movement between doing and thinking about doing”. Pedagogical knowledge is made through reflection on practice, understanding that this training is permanent, unfinished. With each new class, new students, new dialogues, a constant and mutual construction of knowledge that arises from the communication between the educator and the students.The work brings a reflection on the contribution of the pedagogical residency program as a policy of initial and continuous training of teachers, based on the experiences of residents that occurred before and during the Covid-19 pandemic, since the teaching modality changed according to the emergency in containing the spread of the virus. In the field of education, paradigms are always being renewed and questions are inexhaustible. In this way , the research will have a bibliographic survey on the academic works carried out through and on the pedagogical residency , also bringing a little of the history of the constitution of the project. Three questionnaires were carried out with the scholarship holders, volunteers from the Pedagogical Residency program in the sub area of geography , in order to understand the challenges and strategies adopted in face-to-face teaching and during remote teaching. Thus, it is hoped that the work contributes to the debate around the program, deepening the construction of scientific knowledge around pedagogical practices and in the initial training of teachers in the area of Geography .