Residência Pedagógica: criando caminhos para o desenvolvimento profissional docente

Abstract

This thesis is part of the studies of the research line Teacher Education, History, Memory and Educational Practices of the Master in Education Faculty of Teacher Education of the State University of Rio de Janeiro (UERJ). This is a research on employability program called Pedagogical Residence, held in municipal Niterói education in 2011. This work will be developed from the following question: what are the possibilities and the importance of this integration model teaching professional? To answer this question, has been set is to investigate the training model implemented in the first year of probation for beginning teachers. In terms of methodology, research constitutes a case study that describes the proposed model and analyzes the complexity of the teacher training process in service in partnership with a public university. We propose to give an overview on teachers-in-Office, who acted as resident teachers and the training of these professionals conditions. Composed still as methodological strategies the use of interviews, the survey and examination of existing legislation and the analysis of documents produced on the Pedagogical Residence. The theoretical framework adopted to support the issue presented here focuses mainly on contributions of Nóvoa and Marcelo Garcia to reflect on the significance of the early years of teaching and teacher professional development, and Fontoura and Cavaco, of the importance of creating shared spaces for teacher training and with broad participation of all those involved in the steps of these formations. We hope to contribute to a broadening of the understanding of Educational Housing held in Niterói, in order to enable future initiatives, like this, can benefit from this analysis developed here