Programa de residência pedagógica no IFRN-Campus Currais Novos e as significações que os residentes atribuem aos fundamentos da educação profissional e tecnológica

Abstract

The thesis focuses on the Pedagogical Residency Program (PRP) at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN). It examines the PRP as a training space and its influence on meaning composition for the residents regarding the foundations of Secondary Level Technical Professional Education (EPTNM), specifically in its integrated form, particularly on the Currais Novos campus, between 2018 and 2020. The objective is to analyze the meanings created by residents (graduate students of the Chemistry Degree course) about EPTNM based on the PRP/IFRN experience. To operationalize this objective, we are guided by theoretical postulates that include the policy cycle approach (Bowe; Ball; Gold, 1992; Ball, 1994), theory of policy enactment (Ball; Maguire; Braun, 2016) and the proposal analysis of the meaning nuclei according to Aguiar and Ozella (2006; 2013) and Aguiar, Soares and Machado (2015), aligned with the principles of socio-historical psychology. The investigation is configured as a qualitative and exploratory study. The methodological procedures of the investigation covered a theoretical-methodological pattern composed of several instruments, namely: literature review, document analysis and open interviews with five PRP residents who were enrolled in the BsC in Chemistry Degree and were in the last semester of completing their degree. The interviews were conducted in the first half of 2023. The findings highlight several evidences, namely: a) although the PRP was created within the scope of a neoliberal logic and with a pragmatic orientation, its material forms in the context of IFRN practice exceeded technical-regulatory expectations aspects of the government proposal established by the Coordination for the Improvement of Higher Education Personnel (Capes), by providing a significant meeting between Professional and Technological Education (EPT) and the degree course in Chemistry in the IFRN context; b) Based on the examination of the IFRN Institutional Project (2018), we found efforts to place degrees and EPTNM in a relational perspective; we also identified a conceptual hybridity in the attempt to combine critical teacher training from IFRN to the National Common Curricular Base (BNCC); c) the analyzes carried out on the PRP using the meaning nuclei methodology reveal that residents formed meanings about key concepts of the EPTNM, including integral human formation, the integrated curriculum, polytechnics and research as an educational principle. However, we observed a limitation regarding the depth of epistemic access to these key concepts, even though such concepts have impacted the pedagogical practice and daily lives of the residents researched; d) The PRP represents an architecture of possibilities at IFRN that favors professional development and the expansion of understanding about EPTNM, despite conceptual and methodological tensions. The adoption of the policy cycle as a hermeneutic support allowed a thorough analysis of the processes through which the PRP/Capes training policy was formulated, interpreted, acted upon and reconfigured in the specific context of the PRP/IFRN, indicating the need to consider educational policies not only as products of political decisions, but as living practices that are constantly negotiated, redefined and understood in new ways by participants. In light of the policy cycle, the PRP generated diverse training effects, expanding the knowledge circularity and professional development in teaching based on the individual and collective experience of the program. This type of knowledge has features of a cognitive, affective, conative and practical kind, which resulted in multiple training possibilities, with repercussions on the subjectivities of the residents. The study concludes that the IFRN's challenge is to integrate and institutionalize the PRP in its educational actions. Recognizing and consolidating the Program as a strategic space capable of strengthening the relationship between teacher training in undergraduate courses and the EPTNM, as well as promoting broader access to the EPTNM's theoretical-epistemological knowledge.