Habita em mim uma Residência Pedagógica em Geografia: experiências entre a UEMA e a Escola CINTRA

Abstract

This work was developed based on the experiences gained in the UEMA Pedagogical Residency Program, through the Geography subproject, entitled School Residency and Geographical Reasoning: Geography Teacher Training in São Luís - MA. The RP, as we affectionately call it, refers to an initial teacher training program, pioneering in Brazil, which arrived at UEMA and changed my view on teaching. Namely, the CINTRA School was the privileged locus of my teaching learning, and will stand out here as the training space mentioned. To this end, I adopt a methodology that prioritizes the quality of the training that I believe I have achieved, so that I state, already in the title, that I live in a pedagogical residency in Geography, and these writings attempt to record and share some of the experiences lived. In other words, while I was a resident, I was a teacher at the school, because that was how I felt, and I felt the desire to make these moments a final project for my degree: me, a teacher researcher. It is important to emphasize, at this time, that the aim is not to make a simple description, but a thoughtful description, based on strong bibliographic references with the notions of science, geography teaching, teacher training and the Pedagogical Residency Program. With all possible limitations, the text aims to present details of the day-to-day life of the elementary school and how this experience (of school) was constructed in me, in my perceptions, in my relationships with students, teachers, pedagogical coordination, community, among other agents. In this regard, I describe and analyze cases that range from my first day at CINTRA to the end of the residency itself, covering my familiarity with the school and the classrooms, my involvement with the pedagogical intervention project that we developed and the teaching assignments that I performed. As a result, the work recognizes that undergraduate students should be inserted as soon as possible and for a considerable period of time into the school, their future workspace. This process, as we believe, is fundamental for the consolidation of the teaching knowledge of teachers in training, as we consider the residents to be. Finally, we defend the importance of teaching Geography in elementary schools, as well as the need for methodological innovations so that students can actually relate the content to their lived geographies, providing an education with meaning and significance