Trajetória docente: a experiência de formação continuada no curso de Residência Docente

Abstract

The present monography is the result of continuing education experience in the Lato Sensu Graduate Course "Teacher Residency for the Training of Basic Education Educators" and consists of a memorial and an action plan implemented at the Fernando Dias Costa Municipal School, east of Belo Horizonte, during the second half of 2019. In the Memorial, a reflection of the author's personal and professional life experience is made, including the formative experience in Teacher’s Residency Course - material that was written throughout the course between 2018 and 2019. The Action Plan was developed during the first semester of 2019 and implemented during the second semester of the same year with 9th year elementary school students. The didactic experience carried out by the discipline of History aimed to bring school and the community in which it is inserted through the elaboration of a historical-cultural path through its surroundings, identifying places of memory and cultural references of the neighborhood Taquaril B. The pedagogical proposal was based on the perspective of the "Educating City" and the conception that students can learn about History and its concepts, especially the relationship past and present through the study of the urban environment, in our case, the neighborhood. The study focused on the rescue of local memory and its history through the investigation of students in activities inside and outside the school space. The activities aimed at learning in non-formal spaces and teaching beyond the classroom. At the end of the implementation of the pedagogical proposal, a folder was produced with a map of the school's surroundings, characterizing the places of memory and cultural references and tracing a route or trail to be taken by the other students of the school. This material remains in the school as a contribution to the community and represents a sensitive look of the students about the neighborhood rescuing local history and casting a look at what they called "Taquaril of good". The project awakened in the student’s commitment and a dynamic vision of the neighborhood, with its changes over time. The project sought to encourage student participation, a critical view of the local reality and the collective struggle for the right to the city.