Desafios e possibilidades da Residência Pedagógica no ensino da educação física escolar

Abstract

This paper presents an experience report developed within the Pedagogical Residency Program in Physical Education, carried out during the remote, hybrid, and in-person teaching periods of the COVID-19 pandemic. The study describes the challenges faced—including adaptation to digital technologies, maintaining pedagogical engagement, and unequal access to resources—as well as the possibilities that emerged, such as new teaching strategies, expansion of methodological approaches, and the strengthening of teaching practice. The school experience allowed a deeper understanding of the complexity of the teacher’s role, highlighting the importance of planning, mediation, and critical reflection in initial teacher education. The findings indicate that the Pedagogical Residency significantly contributed to the construction of professional identity by articulating theory and practice in a context marked by continuous change and pedagogical reinvention.