Programa Residência Pedagógica do Instituto Federal de Minas Gerais - Campus Ouro Preto: espaço de experimentação e de vivências da prática docente em Geografia

Abstract

The present research examines the Pedagogical Residency Program in the Geography subfield at the Federal Institute of Minas Gerais, Ouro Preto Campus (IFMG/OP), as a space for experimentation and practice in initial and continuing teacher education. The theoretical framework is anchored in Cultural Humanist Geography and starts from the premise that Geography teaching must consider students' lifeworlds, experiences, and perceptions, with the full valuation of place as a central dimension in the construction of school knowledge. The research is qualitative, guided by phenomenology, which leads the understanding of the investigated phenomenon from the categories of intentionality, experience, perception, and Lebenswelt (the lifeworld), in dialogue with Merleau-Ponty (1999) and grounded in the contributions of Malte Brinkmann (2020c); the methodology includes a bibliographic survey, documentary research, and semi-structured interviews with former residents and preceptors who participated in the PRP between 2018 and 2024. The research corpus consists of the analysis of final reports and records of teaching practices developed during the program's editions, highlighting experiences in basic education schools in Ouro Preto/MG. Content analysis is employed as the procedure for exploring, organizing, and interpreting the material produced, in alignment with this phenomenological perspective. The results of this research present the PRP's contributions to strengthening teaching identity and the articulation between theory and teaching practices that engage with students' realities, thereby reinforcing the relationship between space and place in Geography education. This perspective enabled the creation of the CartExperiências, an educational product that brings together narratives, reflections, and didactic propositions from the participants, aiming to inspire future teachers to develop geographical teaching practices conceived under the perspective of the phenomenological method.