PEDAGOGICAL RESIDENCE: AN EPISTEMOLOGICAL DISCUSSION

Abstract

This text aims to present, in a broad way, theoretical and methodological elements about the configuration of the Pedagogical Residence in a critical emancipatory perspective. The study is justified based on the understanding that teacher training has been constituted, over the last decades, as an important agenda in the context of educational policies developed in different countries. Because it is considered as a fundamental aspect for the construction of quality in education, it is important for us to discuss the Pedagogical Residence as one of the political and pedagogical elements of training that translate different values, principles and projects of society. To this end, discussions on teacher training are initially presented; followed by the conceptual analysis of the Pedagogical Residence and the discussion of a critical emancipatory proposal. This path, referenced in bibliographic studies on the subject, provided the opportunity to reveal elements present in teacher education projects that historically crossed the way they are constituted in Brazil. Dialectically, it was sought to establish the development of the training project committed to the humanization and emancipation of the subjects, in a dialogical perspective that recognizes education as a situated social practice and that takes, as a starting point, the contexts of experience of the subjects of in order to build proposals full of meaning and meaning for those who participate in them.