Residência Docente, formação e profissionalização de professores: as experiências de egressos do Programa do Colégio Pedro II

Abstract

This research has the purpose of comprehending the process of construction of the teachers knowledge, among teachers' graduation policies/programs, starting from active teacher's living experience at the Teaching Resident Program instituated at Colégio Pedro II. Initial thoughts are based on the proposal of graduation inside their own profession, as the program sugests, in the perspective of comprehending the contributions of graduation at coping with everyday teacher's challenges, thinking about the estabilished associations between teachers and their knowledge, their professionalizations and graduating perspectives, based on the concept of an autonomous thinking process, critic, reflexive and colaborative for the magisterium. Theoretical references were used for this research's targeting, like Tanuri (2000) and Saviani (2009) on the contribuitions about the teacher's graduating history in Brazil, besides Nóvoa (1999, 2009, 2013), Ball (2002), Sarti (2013) and Souza (2014) to discuss the formulation of public policies for education, the relationship between Universities and basic education, the graduation proposal inside their own profession and the colaborative system in schools. In addition, there were discussions brought by Contreras (2012), Dubar (2012) and Gauthier (2013) about faculty professionalization's dialog, its relation with teacher's knowledge and the teaching performance through autonomy and colaboration. It is a qualitative study of descriptive character, in the case study modality, which envolves documental research and resident teacher's narrative. The results of this approach points towards a continuous reflection about teacher's graduation and that coping with everyday practical difficulties, teachers search for solutions through the way of knowledge, reflecting about the constant need of improvement. It was found that teachers didn't notice themselves as knowledge producers, neither as participantes in the construction of graduation policies. Finally, one can say that the biggest difficulties faced by teachers in school and in the estabilished relations in the scholarly environment are the incentive opportunities to colaborative and autonomous work, as well as the relations estabilished among school, student and family.