A unidade teórico-prática no Programa Residência Pedagógica da Universidade Estadual de Ponta Grossa

Abstract

This thesis developed with the Stricto Sensu Graduate Program in Education at the State University of Ponta Grossa – UEPG and is linked to the History and Educational Policy research line, and its object of analysis is the theoretical-practical unit in the Residency Program Pedagogical. The issue that we consider in this research is to answer whether there are possibilities for the PRP to establish a unity between theory and practice, in undergraduate courses. In this sense, its main objective is: To analyze the limits and possibilities of an effective theoretical-practical unit in the initial training of teachers, in undergraduate courses involved in the Pedagogical Residency Program of the State University of Ponta Grossa, in its first edition. Based on this objective, we established the following specific objectives: a) Identify international, national and local influences in the process of formulating and implementing the Pedagogical Residency Program at State Universities of Paraná; b) Describe the fundamentals present in the conception of the Pedagogical Residency Program, proposed by MEC-CAPES, in Brazil; c) Analyze the determining elements that influenced the emergence of the process of formulation and implementation of the Pedagogical Residency Program in the initial training of teachers, in order to point out its limits and possibilities; d) Point out the determining elements and the theoretical-epistemological bases for the implementation of the Pedagogical Residency Program at the State University of Ponta Grossa. The research outline refers to the first edition of the PRP at the State University of Ponta Grossa in 2018 and 2019. The theoretical-methodological conception of the research is based on historical and dialectical materialism, based on Karl Marx, Friedrich Engels, Georges Labica and Ivo Tonet, considering the categories totality, praxis, mediation and contradiction. We developed documentary research of the normative acts that regulate the PRP, and the methodological procedures used were interviews with the guiding professors and questionnaires with the residents involved in the program, totaling 96 scholarship residents and four guiding professors, involved in eight degrees. Based on the research findings, the thesis is defended that there are fundamental contradictions for the Pedagogical Residency Program to establish the theoretical-practical unity in undergraduate courses, considering the Program developed by CAPES, the objective and subjective conditions of subjects involved, the demands of the preceptors who imposed a dynamic for the work that reinforced the hierarchy between theory and practice, with practice becoming a guide in the Program. However, we understand that the PRP is a program under construction and that it will be able to advance towards the theoretical-practical unity from the systematization of training for all involved subjects that aim at a collective articulation between the field schools and the HEI, of collective studies and discussions from the perspective of human emancipation.