Pedagogical residence. Circulation of ideas, models and appropriations in teacher training.

Abstract

The article summarizes the conception and development of the Pedagogical Residency Program (PRP) of the Pedagogy Course at the Universidade Federal de São Paulo since 2006. It analyzes federal legislative proposals and the federal and state executives of São Paulo for models of “residences” In the initial and continuing training of basic education teachers, confronting the models with the key idea of linking basic theoretical training and the socio-professional practice of teachers and school managers. It concludes from the analysis that the power of the word Residence in teacher education refers to an idea-force that suggests higher quality education. Legislative Projects counted on this anchor, however, without content linked to reality. Legislative or federal executive and São Paulo State initiatives revealed different motivations and conceptions: as continuing education, they assumed the potential of imitation by example; applied to initial teacher training, the Educational Residence in São Paulo reproduced more the experience of a paid internship in support of priority schools. The induction proposed by Capes has two central elements: focus on the initial training of teachers and the adaptation of curricula and pedagogical proposals for undergraduate courses to BNCC guidelines. The initiative has no scale and may be assuming the role of preparing the acceptance of the model by the Higher Education Institutions, if and when it becomes a legal imposition. Considering the third sector, the circulation of ideas and national and international ideas and appropriations of the “brand” already offers the Pedagogical Residency Program as an innovative product in the teacher training market.