A Vivência na Residência Pedagógica - uma análise por meio de narrativas de experiência

Abstract

The present undergraduate thesis aimed to analyze the personal experience of a undergrad student during her participation in the Programa de Residência Pedagógica (RP). Even though this work is about a personal experience, this initial professional experience brings insecurities and hardships common to undergrad students freshly entering the school reality. The data were obtained through narratives of lived experience written by the author of this paper right after classes of a environmental education project produced and applied for the environmental education elective at the school-field in which the author articipate while in the RP’s activities. The project aimed to introduce the region’s native flora present at the school as well as introduce the invasive and exotic plants issue. The students were introduced to plant identification methods and, after that, they practiced identifying a few of the school’s plants. The narratives were produced after each class of the project, 4 in total, with the addition of one more narrative after six months participating in the program. Objective Hermeneutics was used as a method to analyze the data in the narratives, following Phillip Meyring’s guides. Four common themes were noted in the narratives, they expressed insecurities involving magistrate’s skills or benefits of participating in RP. The themes were: Insecurities as a professional in training, Time management in class, Student’s apathy and the benefits of being monitored by an experienced teacher. The themes found in the narratives are in agreement with the hardships expressed by beginning teachers in specialized literature. These hardships are, however, overcome or mitigated by the guiding of experienced teachers, and, especially, by the experience acquired in the activities carried out in RP which immensely contribute to the beginning teacher’s maturity in the profession.