INSERÇÃO À DOCÊNCIA NO RESIDÊNCIA PEDAGÓGICA NO IF GOIANO: NARRATIVAS DE PRÁXIS TECIDAS EM COLABORAÇÃO - VOLUME 2

Abstract

The work presented, the second volume in the series, brings together experiences and narratives from teacher trainers, undergraduate students at IF Goiano, and basic education teachers participating in the Pedagogical Residency Programme (PRP), established by the Ministry of Education through CAPES notice no. 24/2022. The organisers, researchers with extensive experience in initial teacher training, highlight their satisfaction in contributing to the book, emphasising that the narratives brought together represent not only reports of activities, but also the trajectories of individuals committed to education and strengthening teacher learning. The PRP, aimed at fifth-semester undergraduate students, is part of the Supervised Curricular Internship stage and guarantees residents scholarships for completing 420 hours of activities in the institutional project. To join the programme, each institution must submit a single institutional project composed of specific sub-projects according to the courses it offers. At IF Goiano, the PRP has undergone three versions: the first, in 2018, with six subprojects distributed across four campuses and 170 residents; the second, in 2020, with a reduction in scholarships and four subprojects, totalling 96 residents; and the third, approved in 2022, the focus of this work, which resumed six subprojects and had 135 residents, 26 preceptors, 11 supervising teachers, and one institutional coordinator. Through immersion in primary and secondary schools, residents experience fundamental processes for teacher training, such as investigative diagnosis, lesson planning, project design and implementation, teaching, conducting workshops, and organising portfolios. At IF Goiano, the PRP was understood as an integral part of the Supervised Curricular Internship, allowing for the articulation between theory and practice and promoting critical analysis of pedagogical praxis. In this process, future teachers develop essential skills, such as planning appropriate to students' needs, using diverse methodologies, classroom management, learning assessment, and collaborative work with colleagues and teachers. The preparation of portfolios stands out as a central training axis, as it encourages reflection on practice, allows for the recognition of advances and challenges, and contributes to the systematisation of experiences, many of which are shared at academic events, in publications, and in this work. Organised into two parts, the book first presents reflections on the contributions of the PRP to the initial training of teachers at IF Goiano and then brings together narratives of teaching learning cases prepared by the different actors in the programme. These narratives highlight experiences in everyday school life, the mobilisation of pedagogical knowledge and the construction of innovative practices in the teaching-learning process. Thus, this work consolidates itself as a record of the formative experiences lived within the scope of the PRP and as a significant contribution to the understanding and strengthening of teacher training at IF Goiano.