A residência pedagógica como política de formação inicial e continuada de professores: uma análise crítica

Abstract

This thesis presents research carried out with the main objective of understanding the role of the Institutional Program of Pedagogical Residency (PIRP) in the teacher for basic education training policy, in the sociopolitical scenario after the legal-parliamentary-media coup of 2016, analyzing how its recontextualization happens in two federal universities – the Federal Fluminense University (UFF) and the Federal Rural University of Rio de Janeiro (UFRRJ). We seek to understand what training conceptions this policy represents and which political projects it relates to, as well as what are the challenges posed to teacher training in Brazil in a scenario of disputes and processes of educational and political dismantling and setbacks. For this analysis, we used the public policy cycle approach, formulated by Stephen Ball (1993, 1994) and collaborators, as we consider that this framework allows us to explore the complex nature of policy, highlighting the role of local agents, as explained by Mainardes (2018). We investigated the contribution of the PIRP to the initial training of undergraduates and to the continuing education of teachers, according to the evaluations of the actors involved and the analysis of the program data. Semi-structured interviews were carried out with 20 professors who acted as institutional coordinators and guiding professors the program and a questionnaire was applied to 90 residents. The research adopts a qualitative perspective from an analysis based on a socio-historical and critical conception of education, based on Gramsci (1999) and Freire (1967, 1979), as well as authors in the field of Teacher Education, in which we highlight Luis Carlos de Freitas (2012, 2018), Helena de Freitas (2018), and Marcia Angela Aguiar (2019), among others. Our research showed that the PIRP is linked to corporate reforms of education (FREITAS, 2018), which is aligned with a conception of education based on the defense of the free market, in which the quality of education depends on the inclusion of schools, teachers and students in a competitive market, without State interference. The PIRP, as well as other initiatives in the field of teacher and school principal training, acts to control and force the implementation of the BNCC in schools by training institutions, materializing a flexibilization of the training and a mischaracterization of the teaching profession. Our research showed how the studied universities recontextualized the program in their context of practice, reinterpreting and translating its determinations to accommodate it to a conception of education as a social practice, constituted in the totality of the theory-practice unit and committed to its ethical and political nature, favoring a reflective experience and progressive construction of teaching knowledge. We defend that the maintenance of the financing logic of the training policy through scholarship programs constitutes a mechanism of persuasion of the academic community to conform to the political projects of the groups that are in power. In this process, we highlight the importance of university autonomy so that the actors could manifest forms of resistance to the imposed reforms.