Teaching experimentation based on the Pedagogical Residence Program: manners, gestures and ways of doing teaching

Abstract

The knowledge related to teaching is based on multiple arrangements that combine different and plural elements. Therefore, it is possible to claim a practice that does not solely require a set of skills and competences to think about teacher training, but that also grants room for the study of the craft to deal with the constitutive dimension of teaching. From this perspective, this article proposes to present teaching experiences of undergraduates in the Pedagogical Residency Program promoted by the Coordination for the Improvement of Higher Education Personnel (CAPES) and implemented by the University of Vale do Taquari - Univates (2018 - 2020), highlighting their experiences in school contexts. In this way, the participating residents highlight the expansion of knowledge of the school reality, the study of the teaching and learning processes, the contributions of teamwork and experiences in the classroom as the Program's differentials. There is great importance for the “meetings” that took place in the school space, and the educational practice of the undergraduates becomes to be understood from the relationship with the students of the school. From their experiences within the scope of the Pedagogical Residency, the scholarship holders recognize that new knowledge has been produced about teaching, but different attitudes and postures are also evident in relation to the public school and the students, together with a greater appreciation of teaching and reaffirmation of their professional choices.