O Programa Residência Pedagógica Ciências da Natureza e Matemática (Ledoc/UFMA): potencializar concepções teóricas e metodológicas do paradigma da Educação do Campo em escolas públicas maranhenses

ABSTRACT. This article aims to analyze the Pedagogical Residency Program (PRP) carried out in the Bachelor's degree course in Field Education (UFMA), based on the premise that the program seeks to encourage classroom experience and establish an interaction between academic research and teacher theory-practice. The purpose of the program developed by UFMA was to enhance didactics and methodologies based on the paradigm of field education and the Historical-Critical Pedagogy, having three public schools in the rural areas of Maranhão as an empirical space. During the course, UFMA professors and students sought to identify the limits and possibilities of the PRP in these territories, both for the undergraduate students and for the field schools. It is emphasized that, for the realization of this article, data obtained by UFMA itself and reports were used, which involved diagnosis, evaluation and self-evaluation of the students, qualitative-quantitative research, and a survey of the reality in which the course took place, carried out through bibliographic and documentary research and fieldwork, including interviews, questionnaires, and direct observation with reports. It was evidenced, from the collected data, that the materialization of the PRP presented limits related to a possible linkage to teacher training policy and a utilitarian view of education, as well as in the operationalization by the university and public basic education schools. At the same time, the program demonstrates the potential of the theory-practice relationship to train students capable of managing educational processes, developing pedagogical strategies that aim at the formation of critical and autonomous human subjects, with educational principles that aim at human emancipation.ABSTRACT. This article aims to analyze the Pedagogical Residency Program (PRP) carried out in the Bachelor's degree course in Field Education (UFMA), based on the premise that the program seeks to encourage classroom experience and establish an interaction between academic research and teacher theory-practice. The purpose of the program developed by UFMA was to enhance didactics and methodologies based on the paradigm of field education and the Historical-Critical Pedagogy, having three public schools in the rural areas of Maranhão as an empirical space. During the course, UFMA professors and students sought to identify the limits and possibilities of the PRP in these territories, both for the undergraduate students and for the field schools. It is emphasized that, for the realization of this article, data obtained by UFMA itself and reports were used, which involved diagnosis, evaluation and self-evaluation of the students, qualitative-quantitative research, and a survey of the reality in which the course took place, carried out through bibliographic and documentary research and fieldwork, including interviews, questionnaires, and direct observation with reports. It was evidenced, from the collected data, that the materialization of the PRP presented limits related to a possible linkage to teacher training policy and a utilitarian view of education, as well as in the operationalization by the university and public basic education schools. At the same time, the program demonstrates the potential of the theory-practice relationship to train students capable of managing educational processes, developing pedagogical strategies that aim at the formation of critical and autonomous human subjects, with educational principles that aim at human emancipation.RESUMEN. Este artículo tiene como objetivo analizar el Programa Residencia Pedagógica (PRP) realizado en el curso de Licenciatura en Educación del Campo (UFMA), partiendo de la premisa de que el programa busca fomentar la experiencia en el aula y establecer una interacción entre la investigación académica y la teoría-práctica docente. El objetivo del Programa desarrollado por la UFMA era potenciar la didáctica y las metodologías fundamentadas en el paradigma de la educación del campo y la Pedagogía Histórico-Crítica, teniendo tres escuelas públicas del campo maranhense como espacio empírico. Los profesores y estudiantes de la UFMA, durante la realización del Curso, buscaron conocer e identificar los límites y posibilidades de la realización del PRP en estos territorios, tanto para los estudiantes de la licenciatura como para las escuelas del campo. En este sentido, se destaca que, para la realización de este artículo, se utilizaron los datos obtenidos por la propia UFMA, así como los informes, que involucraron el diagnóstico, la evaluación y la autoevaluación de los propios cursantes, la investigación cualitativa-cuantitativa y el levantamiento de la realidad en la que se dio el curso, realizada a través de la investigación bibliográfica, documental y de campo, que incluyó entrevistas, cuestionarios y observación directa con registro en informes. A partir de los datos recopilados, se evidenció que la materialización del PRP presentó límites relacionados con un posible vínculo con la política de formación de profesores y una visión utilitarista de la educación, así como en la operacionalización por parte de la universidad y las escuelas públicas de educación básica. Al mismo tiempo, el Programa demuestra el potencial de la relación teoría-práctica con la capacidad de formar estudiantes aptos para la gestión de procesos educativos, desarrollar estrategias pedagógicas que apunten a la formación de sujetos humanos críticos y autónomos, con principios educativos que apunten a la emancipación humana.ABSTRACT. This article aims to analyze the Pedagogical Residency Program (PRP) carried out in the Bachelor's degree course in Field Education (UFMA), based on the premise that the program seeks to encourage classroom experience and establish an interaction between academic research and teacher theory-practice. The purpose of the program developed by UFMA was to enhance didactics and methodologies based on the paradigm of field education and the Historical-Critical Pedagogy, having three public schools in the rural areas of Maranhão as an empirical space. During the course, UFMA professors and students sought to identify the limits and possibilities of the PRP in these territories, both for the undergraduate students and for the field schools. It is emphasized that, for the realization of this article, data obtained by UFMA itself and reports were used, which involved diagnosis, evaluation and self-evaluation of the students, qualitative-quantitative research, and a survey of the reality in which the course took place, carried out through bibliographic and documentary research and fieldwork, including interviews, questionnaires, and direct observation with reports. It was evidenced, from the collected data, that the materialization of the PRP presented limits related to a possible linkage to teacher training policy and a utilitarian view of education, as well as in the operationalization by the university and public basic education schools. At the same time, the program demonstrates the potential of the theory-practice relationship to train students capable of managing educational processes, developing pedagogical strategies that aim at the formation of critical and autonomous human subjects, with educational principles that aim at human emancipation.Este artigo objetiva analisar o Programa Residência Pedagógica (PRP) realizado no curso de Licenciatura em Educação do Campo (UFMA), partindo da premissa que o programa busca incentivar a vivência em sala de aula e estabelecer uma interação entre pesquisa acadêmica e teoria-prática docente. O intuito do Programa desenvolvido pela UFMA era potencializar didáticas e metodologias fundamentadas no paradigma de educação do campo e na Pedagogia Histórico-Crítica, tendo três escolas públicas do campo maranhense como espaço empírico. Os professores e estudantes da UFMA, durante a realização do Curso, buscaram conhecer e identificar os limites e possibilidades da realização do PRP nesses territórios, tanto para os estudantes da licenciatura quanto para as escolas do campo. Nesse sentido, salienta-se que, para a realização deste artigo, utilizou-se os dados obtidos pela própria UFMA, bem como os relatórios, o que envolveu o diagnóstico, a avaliação e autoavaliação dos próprios cursistas, a pesquisa qualitativa-quantitativa e levantamento da realidade em que se deu o curso, sendo realizada por meio de investigação bibliográfica, documental e pesquisa de campo, incluindo entrevistas, questionários e observação direta com registro em relatórios. Evidenciou-se, a partir dos dados coletados, que a materialização do PRP apresentou limites ligados a possível atrelamento à política de formação de professores e a uma visão utilitarista da educação, assim como na operacionalização pela universidade e pelas escolas públicas de educação básica. Ao mesmo tempo, o Programa demonstra a potencialidade da relação teoria-prática com a capacidade de formar estudantes aptos a fazer a gestão de processos educativos, desenvolver estratégias pedagógicas que visem à formação de sujeitos humanos críticos e autônomos, com princípios educativos que visam à emancipação humana. Palavras-chave: programa residência pedagógica, escolas do campo, teoria-prática. Pedagogical Residence Program Nature Sciences and Mathematics (Ledoc/UFMA): to enhance theoretical and methodological conceptions of the Rural Education paradigm in public schools in Maranhão ABSTRACT. This article aims to analyze the Pedagogical Residency Program (PRP) carried out in the Bachelor's degree course in Field Education (UFMA), based on the premise that the program seeks to encourage classroom experience and establish an interaction between academic research and teacher theory-practice. The purpose of the program developed by UFMA was to enhance didactics and methodologies based on the paradigm of field education and the Historical-Critical Pedagogy, having three public schools in the rural areas of Maranhão as an empirical space. During the course, UFMA professors and students sought to identify the limits and possibilities of the PRP in these territories, both for the undergraduate students and for the field schools. It is emphasized that, for the realization of this article, data obtained by UFMA itself and reports were used, which involved diagnosis, evaluation and self-evaluation of the students, qualitative-quantitative research, and a survey of the reality in which the course took place, carried out through bibliographic and documentary research and fieldwork, including interviews, questionnaires, and direct observation with reports. It was evidenced, from the collected data, that the materialization of the PRP presented limits related to a possible linkage to teacher training policy and a utilitarian view of education, as well as in the operationalization by the university and public basic education schools. At the same time, the program demonstrates the potential of the theory-practice relationship to train students capable of managing educational processes, developing pedagogical strategies that aim at the formation of critical and autonomous human subjects, with educational principles that aim at human emancipation. Keywords: pedagogical residency program, country schools, theory-practice. Programa de Residencia Pedagógica Ciencias de la Naturaleza y Matemáticas (Ledoc/UFMA): para potenciar las concepciones teóricas y metodológicas del paradigma de la Educación Rural en las escuelas públicas de Maranhão RESUMEN. Este artículo tiene como objetivo analizar el Programa Residencia Pedagógica (PRP) realizado en el curso de Licenciatura en Educación del Campo (UFMA), partiendo de la premisa de que el programa busca fomentar la experiencia en el aula y establecer una interacción entre la investigación académica y la teoría-práctica docente. El objetivo del Programa desarrollado por la UFMA era potenciar la didáctica y las metodologías fundamentadas en el paradigma de la educación del campo y la Pedagogía Histórico-Crítica, teniendo tres escuelas públicas del campo maranhense como espacio empírico. Los profesores y estudiantes de la UFMA, durante la realización del Curso, buscaron conocer e identificar los límites y posibilidades de la realización del PRP en estos territorios, tanto para los estudiantes de la licenciatura como para las escuelas del campo. En este sentido, se destaca que, para la realización de este artículo, se utilizaron los datos obtenidos por la propia UFMA, así como los informes, que involucraron el diagnóstico, la evaluación y la autoevaluación de los propios cursantes, la investigación cualitativa-cuantitativa y el levantamiento de la realidad en la que se dio el curso, realizada a través de la investigación bibliográfica, documental y de campo, que incluyó entrevistas, cuestionarios y observación directa con registro en informes. A partir de los datos recopilados, se evidenció que la materialización del PRP presentó límites relacionados con un posible vínculo con la política de formación de profesores y una visión utilitarista de la educación, así como en la operacionalización por parte de la universidad y las escuelas públicas de educación básica. Al mismo tiempo, el Programa demuestra el potencial de la relación teoría-práctica con la capacidad de formar estudiantes aptos para la gestión de procesos educativos, desarrollar estrategias pedagógicas que apunten a la formación de sujetos humanos críticos y autónomos, con principios educativos que apunten a la emancipación humana. Palabras clave: programa de residencia pedagógica, escuelas de campo, teoría-práctica