Reflexões sobre o processo formativo, de um biólogo dissidente, na Residência Docente

Abstract

The UFJF's Teaching Residency Program is a unique opportunity for people who recently have graduated and want theoretical-practical complementation of the education received during their major. Through immersion in the João XXIII School of Application, the resident teacher experiences the school as a space for teacher training, management, and research. The work is built from the perspective of co-teaching, thus enabling a mutual reflection on the pedagogical practices idealized and implemented in a collaborative way between the resident and the supervisor. This study aims to reflect on the main contributions of the above-mentioned training process, in the context of Emergency Remote Teaching (ERT), for the professionalization of a recently graduated homosexual teacher with a degree in Biological Sciences. As central pillars of the analysis, it is possible to highlight the construction and implementation of a class on Gender and Sexuality for students in the 8th-grade of Elementary School and a didactic sequence aimed at teaching Critical and Decolonial Environmental Education in 3rd-year high school classes. The practices were developed based on the precepts of an Inclusive Education, the Science, Technology, and Society educational focus, the Theory of Meaningful Learning, and the values of a liberating and problematizing education, proposed by Paulo Freire. The perceptions of the 8th-grade students, obtained through forms and dialogues in the synchronous meetings, were also constituted as an additional object of analysis in this study for the construction of pedagogical practices and the understanding of the limitations and potential of the ERT. Based on all the work developed, we verified the sensitivity of students in relation to the themes which are very important to the construction of a plural education that respects all different identities, values, ways of life, and cultures. Through the granting of resources and professional development, the Teaching Residence Program made possible the exclusive dedication of the resident and the research linked to the school routine, thus ensuring a broad, effective, respectful and inclusive work between teachers and students, even during a tragic and discriminatory pandemic.