Título:	Residência na formação e a construção da profissionalidade docente : analisando a experiência do Programa Residência Docente do Colégio Pedro II
Autor(es):	Araújo, Polliana Rocha Dias
E-mail do autor:	araujo.polliana@gmail.com
Orientador(es):	Cruz, Shirleide Pereira da Silva
Assunto:	Residência docente Profissionalidade docente Colégio Pedro II (DF) Docentes - formação inicial Professores - formação
Data de publicação:	9-Dez-2020
Data de defesa:	19-Dez-2019
Referência:	ARAÚJO, Polliana Rocha Dias. Residência na formação e a construção da profissionalidade docente: analisando a experiência do Programa Residência Docente do Colégio Pedro II. 2019. 228 f., il. Dissertação (Mestrado em Educação)—Universidade de Brasília, Brasília, 2019.
Abstract:	This study aims to analyse the principles and procedures of the Teacher Residency Program at Colégio Pedro II, in Rio de Janeiro, Brazil. The professional integration of newly graduated teachers has become a major source of published research literature relevant to teacher training, a field always in need of new studies. The beginning of the teaching career is a stage of professional training that enhances teacher professionalism as well as professional skills. In this sense, teacher residency has been gaining a foothold in academic research, being pointed out as a program or public policy whose purpose is to reduce the challenges faced by new teachers during an initiation into the profession. Hence, my aim hereby is to examine the Colégio Pedro II Teaching Residency Program, which is promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES). In such program, the residency takes place after the initial training, and so this research aims to find out what elements of professional development are sought, to a certain extent, by residents when they choose their topics of further development and implementation of teaching and learning in their home institutions, regarding residency as a distinguishing factor in their education. In combining qualitative and quantitative methodologies by criteria of categories guided by a critical- dialectic perspective, I hope both to gaze into the concrete individual level and to build the researcher up as a critical thinker on the findings. In addition, I carried out a quantitative survey on the participants who started and finished the teaching residency (an education degree specialization) as well as on the professionals involved in managing this program. Secondly, I examined the legal and historical frameworks shaping the teacher residency in the political scenario of teacher training during the inception of the Colégio Pedro II Program. Thirdly, I pointed out the foundational and operational principles of the teacher residency based on the program’s administrative, didactic and pedagogical organization. Fourthly, I analysed the final academic products catalogued and made available for reference at the Colégio Pedro II library—a total of 520 works, 465 of which have been picked for consideration. Through them, one reaches the key theoretical and methodological principles that the residents directly link to their teaching professionalism. As a result, from the thorough categorical analysis of the data on the final academic products, eight categories have been found, namely, (1) content knowledge, (2) teacher-student relationships, (3) interdisciplinary teaching approaches, (4) production of didactic materials, (5) school-society relationships, (6) inclusive education, (7) recognition of teaching excellence, and (8) pedagogical proposal experience. These categories make up—dialectically with the work of these professionals— the tools of teaching professional development in elementary education. All in all, the growth of professionalism in the Colégio Pedro II Teaching Residency Program occurs on the basis of the following assumptions: extending and reviewing residents’ early knowledge on their real-life experiences of classroom teaching; encouraging reflection on practical situations; supporting content dissemination; strengthening peer relationships; mitigating the challenges of educational spaces; assisting the professional development of novice teachers. All of these steps change the professional activity of educators and give rise to an emancipatory praxis, as the aim is to reflect on and strive for unity in connection with theory and practice.
Unidade Acadêmica:	Faculdade de Educação (FE)
Informações adicionais:	Dissertação (mestrado)—Universidade de Brasília, Faculdade de Educação, Programa de Pós-Graduação em Educação, 2019.
Programa de pós-graduação:	Programa de Pós-Graduação em Educação
Licença:	A concessão da licença deste item refere-se ao termo de autorização impresso assinado pelo autor com as seguintes condições: Na qualidade de titular dos direitos de autor da publicação, autorizo a Universidade de Brasília e o IBICT a disponibilizar por meio dos sites www.bce.unb.br, www.ibict.br, http://hercules.vtls.com/cgi-bin/ndltd/chameleon?lng=pt&skin=ndltd sem ressarcimento dos direitos autorais, de acordo com a Lei nº 9610/98, o texto integral da obra disponibilizada, conforme permissões assinaladas, para fins de leitura, impressão e/ou download, a título de divulgação da produção científica brasileira, a partir desta data.
Agência financiadora:	Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES).
Aparece nas coleções:	Teses, dissertações e produtos pós-doutorado

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