Entre: A Residência Pedagógica em Geografia UEMA é sua, é minha: em formação na Escola Menino Jesus de Praga (São Luís- MA)

Abstract

This research is a kind of invitation to know the UEMA Pedagogical Residency Program in Geography, recognizing the importance of socialization of what has happened through its activities. Thus, its objective is to analyze the contributions of the referred Program in the formation of Geography teachers and, in particular, it focuses on the experience that I obtained, above all, in an institution of the state education network of Maranhão, between 2018 and 2019: the field school Centro Educa Mais Menino Jesus de Praga. Notably, it adopts a qualitative methodology, through: analysis of public notices, bibliographic survey, conducting semi-structured interview with the preceptor of the field school and problematization of reports of experiences of Entre speakers, the UEMA Pedagogical Residency in Geography is yours : Experience reports - an event developed by the Geography subproject in August 2019, which I think also contributed to my teaching formation, so much so that in the title of this paper I use the word game taking into account its denomination. Namely, in order to reach relevant theoretical basis, 1 resort, among others, to authors such as: Nóvoa (2009; 2012), Tardif (2014), Cavalcanti (1998: 2002), Callai (2000; 2005) and Castrogiovanni (2000; 2005). As a result, it is understood, based on the lived experience, that the Program presents itself as a successful educational policy, enabling the resident - teacher in training - new professional perspectives, in addition, it allowed the residente to develop other activities that were not restricted to the discipline of Geography (projects, class council, pedagogical week, parente meetings, etc). Thus, the PRP also meant gains for the school in political-pedagogical terms. Finally, the Program not only enhances residents, preceptors and counselors, but also re-signifies the school life of students in each field school