THE PEDAGOGICAL RESIDENCE AND THE SUPERVISED INTERNSHIP IN THE CONSTRUCTION OF TEACHER IDENTITY: THE EXPERIENCE OF THE SOCIOLOGY/UERN SUBPROJECT

• DOI: 10.22533/at.ed.5582312205103

• Palavras-chave: pedagogical residency; teacher training, supervised internship, teacher identity, remote teaching.

• Keywords: pedagogical residency; teacher training, supervised internship, teacher identity, remote teaching.

• Abstract:

  This article is an attempt to describe and analyze the experience of the Sociology subproject, part of the Institutional Project of UERN, of the Pedagogical Residency Program, since its implementation, highlighting the period of social isolation resulting from the spread of SARS-COV2 known as the new corona virus, responsible for the covid-19 pandemic. It is not intended, however, that it is a study on the pandemic or on remote teaching, but to understand how this phenomenon of the health crisis influenced the actions of the Program during the period of validity of Public Notice 01/2020-CAPES. In addition to contextualizing the entire experience of the subproject, we will highlight the importance of this program for the training of undergraduates in Social Sciences and its relationship with the mandatory supervised curricular internship, and the contributions of both experiences to the construction of the professional identity of the sociology teacher. The methodology adopted is that of dense description (ethnography) together with comparative research. The results point to the effectiveness of the Pedagogical Residency for the training of teachers and the strengthening of the Degree Course in Social Sciences, proven from the reports of the resident students, as well as the need to strengthen the relationships between the training programs aimed at the degree. and the curricular components of practice and supervised internship.