What does the collective subject Forpibid-rp say about the origin of Pedagogical Residence and its coexistence with Pibid?

Abstract

The present text aims to explain the interrelation between Pibid and the emergence of the Residência Pedagógica Program, in the context of teacher training policies in the first two decades of this century. This qualitative study relies on documentary observation and approaches the technique of Collective Subject Discourse (Lefèvre; Lefèvre, 2005), through the analysis of information from Forpibid. The analysis demonstrates that the social movement had cycles that adapted to the demands of the base and the possibilities of confrontation, which evolved in the direction of the struggles, engaging in battles and achieving victories in all or part of what they claimed, the maintenance of Pibid. The continuity was marked by the coexistence of Pibid with the Residência Pedagógica, sharing its pedagogical design, although some specific measures were observed that brought significant tensions at the time of its implementation, such as the connection with the BNCC. The growing political articulation in the defenses that impacted the processes of teacher initiation and teacher training was notorious. Restoring funding conditions and realigning with the intentions of pre-coup educational policies are seen as immediate advances, as a resumption of actions that gave strength to achievements and allowed resistance to the dismantling experienced.