Experiências e práticas pedagógicas de uma acadêmica indígena em uma escola campo do Programa Residência Pedagógica

Abstract

The initiation to teaching has become a relevant theme in the process of producing training policies. Considering its significance, this Course Completion Paper aimed to understand the experiences that shaped me as an indigenous teacher at the field school of the Pedagogical Residency program. The methodology was based on qualitative and documentary research, where the goal was to extract information from records, notes, and experience reports. In this way, it presents an analysis of the classroom experiences with teachers, focusing on pedagogical practices through the action plan, pedagogical workshops, and teaching practices, as well as the perception and observation of the teacher's role within the educational context of the field school. The findings allow us to consider that there are still teachers with pedagogical practices that take into account students' prior knowledge and are based on contextualized, playful, and dialogical teaching; however, there are also those whose practices resemble the traditional approach, limited to exercises and their repetition, with no playful activities, leading to a teaching process disconnected from social, cultural, and political contexts.