Programa residência pedagógica e formação inicial em educação física: análise das produções acadêmicas desenvolvidas no contexto escolar

Abstract

This study analyzes the academic production developed by residents of the Pedagogical Residency Program in the Physical Education Teacher Education course at Universidade Estadual do Centro-Oeste (UNICENTRO), Irati campus, Paraná, Brazil. The research is based on the documentary analysis of five studies produced by undergraduate students participating in the program between 2022 and 2024, linked to interventions carried out in public state schools and in a Special Education institution. The objective was to understand how the Pedagogical Residency Program contributed to initial teacher education, to strengthening the relationship between university and school, and to the production of knowledge in school Physical Education. Methodologically, the study is characterized as qualitative, descriptive, and documentary research, using thematic content analysis as an interpretative strategy for the produced materials. The results indicate that the Pedagogical Residency Program enhanced formative experiences related to pedagogical practice, school inclusion, educational sport, scientific initiation, and critical reflection on teaching. The analyzed productions revealed a significant articulation between theory and practice, as well as the consolidation of the teacher-researcher perspective as a formative principle in teacher education. It was also observed that the continuous insertion of residents into the school context favored the development of more contextualized, critical, and socially committed pedagogical experiences aligned with the contemporary demands of public schools. It is concluded that the Pedagogical Residency Program constituted an important space for academic, pedagogical, and scientific training, strengthening the relationship between university and public school while expanding investigative possibilities in the field of school Physical Education.