Residência Pedagógica : retrospectiva PIBID/RP/UESPI - Linguagens e Suas Tecnologias, Vol. 01

Abstract

This work was divided into three copies to bring together reflections, experiences, and analyses resulting from the actions developed within the Pedagogical Residency Program (PRP), an initiative of the Coordination for the Improvement of Higher Education Personnel (CAPES), which aimed to foster institutional projects focused on the initial training of basic education teachers in undergraduate programs. This copy, in turn, highlights the contributions of subprojects in the area of Pedagogy, Education, and its Technologies, an essential field both for the training of early childhood and early elementary school teachers and for the development of interdisciplinary and innovative educational practices. According to the National Common Curricular Base (BNCC), education and its technologies integrate a set of fundamental knowledge and skills to ensure meaningful learning, access to knowledge, the development of socio-emotional skills, and the critical, ethical, and collaborative action of students in diverse social contexts.

In the academic field, the PRP established itself as a public training policy aimed at strengthening and deepening the theoretical and practical training of undergraduates, going beyond the confines of the university classroom and directly contributing to the development of the professional identity of teachers, through collaborative collaboration between higher education institutions (HEIs), education systems, and public schools. Its main objectives included: promoting dialogue between theory and practice; valuing the experience of basic education teachers in the training of future teachers; establishing co-responsibility between HEIs and public education systems; and encouraging the application of active methodologies, collaborative research, and academic production based on real and contextualized pedagogical practices. Projects supported by CAPES under the PRP were selected through public calls for proposals. The latest edition, approved and developed at UESPI (Call for Proposals from 2022 to 2024), maintained the achievement of the previous edition, winning first place in the state of Piauí and also achieving all the quotas requested at the time of project submission.

After approval and implementation at the HEI, collaboration with municipal, state, and federal education networks began, establishing field schools as locations for residents to work. These partnerships were formalized through Technical Cooperation Agreements (ACTs) between CAPES and the participating institutions, ensuring the legitimacy and commitment of both parties. At the State University of Piauí (UESPI), the program began its first edition in 2018, and the last in 2022, following a decision by CAPES to discontinue the call for applications. The editions were valid for 18 months, and in its latest edition, an unprecedented feat occurred: the university consolidated its participation with a significant number of scholarship recipients: 657 CAPES scholarships, including 510 residents, 103 preceptors, 34 faculty advisors, and 1 institutional coordinator. The initiatives were developed at nine UESPI campuses: Parnaíba, Piripiri, Campo Maior, Teresina (Clóvis Moura Campus and Torquato Neto Campus), Picos, Oeiras, Floriano, São Raimundo Nonato, and Bom Jesus, demonstrating the project's statewide reach. The preceptors worked at federal institutes and state and municipal schools, providing contextualized training that closely reflects the realities of public schools. The residents were organized into subprojects spanning a wide range of fields, reflecting the breadth of knowledge in Pedagogy, Education, and its Technologies.

The BNCC recognizes education as a field that connects different areas of knowledge, promoting work with active methodologies, the use of digital information and communication technologies, and strategies that ensure the right to learning, equity, and inclusion. From this perspective, teacher training within the PRP provided residents with the opportunity to experiment with and refine contextualized, reflective pedagogical practices committed to the principles of a public, democratic, and quality education. By addressing the Pedagogy subproject, this publication offers the academic community a glimpse into the collective effort to train teachers capable of addressing contemporary educational challenges. Recording the practices, challenges faced, and achievements achieved reaffirms UESPI's commitment to the quality of initial teacher training and to building a critical, reflective, and socially informed public education system. This work, therefore, represents the concrete result of a public policy that, throughout its cycles, has contributed significantly to improving initial teacher training.

Bringing together experiences, reports, studies, and analyses, the book invites the reader to understand the impacts of the Pedagogical Residency Program on the educational landscape in Piauí, highlighting UESPI's commitment to training critical, reflective teachers committed to social transformation.

Kátia Magaly Pires Ricarte Profa Dra da Universidade Estadual do Piauí (UESPI)

Coordenadora Institucional do Programa Residência Pedagógica (PRP) Edição 2022 - 2024/UESPI

Port. 0394/2022/Matr.268849-2