Identidade profissional docente e o Programa da Residência Pedagógica

Abstract

The teaching profession is very important for the country's education. However, it is often characterized by a simplistic idea about the act of teaching and professional development. In turn, to become a professional teacher it is necessary to learn how to become one, and this happens before, during, and after their training, through the development of knowledge, such as conceptual, theoretical, social, etc. In this context, this research aimed to understand the following problem: What are the contributions of the Pedagogical Residency Program for the formation of the professional teaching identity in Chemistry? To this end, bibliographic research combined with a reflective account of this author's performance in the context of teacher education was carried out. In addition, articles from three periodicals were selected, based on the steps and criteria discussed in the methodology chapter. Tardif (2002) and Garcia (1999) were adopted as main theoretical references, in addition to the author's experience as a scholarship holder of the mentioned Program. As a result, four articles were obtained, published between 2018 and 2021. Three categories emerged from the analyses: a) Skills developed in the Pedagogical Residency Program (PRP); b) Teaching identity in the core of Chemistry PRP; and c) Relevance of the PRP in initial training. The results indicated theoretical and practical contributions of the PRP in the construction of professional teaching identity in several ways, such as, for example, the improvement of initial teaching skills and diversification of the undergraduates' experience, from the longitudinal immersion in the field school during graduation. Finally, possibilities for further research on the theme were identified, especially when considering the context of the construction of professional teaching identity in the context of Chemistry Teaching.