A experiência no residência pedagógica: constituindo a identidade docente entre a formação e uso dos jogos como prática metodológica

Abstract

This paper presents the results of a research whose objective was to analyze the contributions of the Pedagogical Residency, training and constitution of the teaching identity regarding the use of games as mediators of pedagogical practice of residents and preceptors participating in the project implemented in the pedagogy course in the year 2020/2021. In turn, it had as specific objectives: to identify how the Pedagogical Residency Program contributed to the improvement of teaching and to the teaching identity of the pedagogy undergraduate; to discuss the role of the teacher and resident in the process of mediation with games in the classroom, and to describe what contributions the Pedagogical Residency made to the pedagogical practice of residents and preceptors. This research has a qualitative approach, descriptive and dialectical method, with theoretical basis in Lakatos and Marconi (2003) and Lüdke and André (1986), with documentary and bibliographical research being carried out to deepen the study. This research was based on the assumptions of Critical Historical Pedagogy, defended by Saviani (2015). It was also based on the conception of game by Huizinga (2007), who defends the game as a cultural and complex element; on Dubar (2005), Guimarães (2005), Carvalho (2011) and Martins (2012), regarding the understanding of identity, identification and teaching identity; and on Antunes (2003), and Magalhães (2016), who defend the use of games linked to education. In carrying out the research, an online questionnaire addressed to residents and a semi-structured interview with preceptors were used. The analysis took place in three axes of meaning: the first with training and teaching; the second, which contemplates the discussion about being a teacher and the contributions of the Pedagogical Residency Program to the teaching identity of residents and preceptors; and the third, containing the analysis of the contributions to pedagogical practice. The analysis and interpretation of the nuclei reveal that the experience added to the theoretical, practical, and technical dimensions, and in a significant way to the process of interaction and socialization of future teachers and already active teachers, evidencing how the training process is ongoing and integrated into the daily lives of teachers and schools. It also highlights how experience can be a locus of knowledge production based on reflection and professional autonomy of teachers