Programa residência pedagógica na formação inicial de professores no curso de pedagogia da UFSM: uma análise a partir do ciclo de políticas

Abstract

This research was developed within the scope of the Postgraduate Program in Education, Masters’ Program in Education, at the Universidade Federal de Santa Maria (UFSM), in the Research Line 2 (Educational public policies, educational practices and their interfaces), in dialogue with the REDES/CNPq-UFSM Group, being part of the project entitled “Public Policies and Educational Management: the academic and professional research in education implicated with basic and/or higher education”. It addresses the theme of initial teacher formation and the Pedagogical Residency Program (PRP) in search of the answer to the following question: how was the PRP policy developed in the UFSM Pedagogy Undergraduate Course? Thus, the general objective was to analyze, from the perspective of the policy cycle, the PRP in the Pedagogy Undergraduate Course at UFSM, which unfolds into the following specific objectives: to recognize the field from the construction of the State of Knowledge; to investigate the Contexts of influence and political strategy regarding teacher formation; to analyze the Context of production of the PRP text; and to investigate the Contexts of practice and results or effects of the PRP of the UFSM Pedagogy Undergraduate Course, through interviews with participating actors in the Program. The research is based on the qualitative approach, with an epistemological perspective on the policy cycle of Ball (1992) and collaborators, and was carried out with the following actors: Supervisor Lecturers responsible for the Program in the Pedagogy Course- Education Center/UFSM and the Preceptor Teachers of field schools, participating in Capes Notice nº 01/2020. The research analysis corpus gathered publications on the policy (Contexts of influence and political strategy), guiding documents and the policy legislation (Context of text production), in addition to statements about the policy (Contexts of practice and results or effects). The Discursive Textual Analysis, by Moraes and Galiazzi (2021), was used to analyze the texts of the semi-structured interviews. As results of the investigation, it was observed that, in the Contexts of influence and political strategy, the international agreements were decisive for the creation of initial teacher formation policies in Brazil; in the Context of text production it was possible to identify the underlying concepts to the PRP texts in different State governments; and in the Contexts of practice and results or effects, the PRP in UFSM Pedagogy Undergraduate Course achieved its proposed objectives. Therefore, the conducted study led to the understanding that there is an emerging need for the PRP to be considered as a State policy and not a government one, given its importance in the process of initial and continuing teacher formation in correlation with basic education and university.