A experiência do Programa de Residência Docente na formação de professores em início de carreira: uma política de indução docente na Universidade Federal de Juiz de Fora

Abstract

The specialized literature indicates that, despite its relevance to reflection on teacher education, research, and especially formative actions aimed at beginning teachers in professional induction programs in Brazil, remains scarce and poorly systematized. This study, developed within the Graduate Program in Education (PPGE) at the Federal University of Juiz de Fora (UFJF), is situated in Research Line 2 – Languages, Cultures, and Knowledge, investigating the formative processes aimed at early-career teachers in the Teaching Residency Program of the Federal University of Juiz de Fora (PRD/UFJF). Grounded in theoretical frameworks addressing the teaching professional life cycle, the trial-and-error period of the early career years, the challenges faced by beginning teachers, and professional induction programs, the study draws on authors such as Huberman, Veenman, Flores, Marcelo García, Vaillant, Nóvoa, Cruz, Farias, and Hobold, among others. The guiding research question is: What formative actions are undertaken, and how does the professional induction of early-career teachers occur among participants of the PRD/UFJF in partnership with Colégio de Aplicação João XXIII? To address this question, the study's general objective is to understand the formative practices promoted by the PRD/UFJF in collaboration with Colégio de Aplicação João XXIII for the professional induction of teachers from different subject areas. Specifically, the study seeks to: identify strategies developed by the PRD/UFJF for the professional development of early-career teachers; analyze the potentialities and limitations of the PRD/UFJF in the professional induction of novice teachers who participated in the program within Colégio de Aplicação João XXIII; investigate former residents' understandings of the PRD/UFJF regarding the professional induction of early-career teachers from diverse subject areas; and understand the program's contributions to the professional trajectory and practice of PRD/UFJF graduates. The study adopts a qualitative approach, of the Case Study type, employing data triangulation through document analysis, the administration of a questionnaire to participating resident teachers, and, in a second stage, narrative interviews with resident teachers belonging to profile 3, that is, those who entered the PRD/UFJF without prior teaching experience, as well as with their respective mentor teachers. The results indicate that the PRD/UFJF tends to constitute a relevant formative space, articulating systematic mentoring, contextualized training, peer sharing, and reflection on practice. Study participants demonstrated significant progress in the (re/des)construction of their professional identity and in the reduction of the insecurities typical of career entry. These findings strengthen the debate on the articulation between initial teacher education, induction, and continuing education, as well as the need to implement public policies aimed at beginning teachers. From this perspective, professional induction is understood as an intentional and systematic investment in (self-)formation over the course of beginning teachers' careers, capable of ensuring spaces for welcoming, co-teaching, and appropriate mentoring during the period of professional entry.