O olhar docente sobre a inclusão do nome social na escola: um relato de experiência na formação de professores

Abstract

This work aims to report the experience as a sociology pedagogical resident, taking into account the practice of conducting, observation, daily school life, planning, the classroom and other school environments. Initially, we took into account the importance of the pedagogical residency project in teacher training, the difference between other mandatory internships and immersion in the school space. Using methodological techniques such as: observation and ethnography in school spaces and ethnographic records. In this sense, the experience report is divided into five parts, the first part is the methodology used to observe the dynamics surrounding the school environment, the act of ethnography - looking, listening and writing. In the second moment, the project of the pedagogical residence, the context, university walls and arrival at the school. Taking into account the perspective of teachers in training, which will highlight the first contacts with the school environment, as an intern and resident, the on-site observation of classes, schools and their sociability. In the third part, the field of observation, the school of activity and the ethnographic records and reflections. Then, in the fourth moment, the social name and citizenship will be discussed, their importance for society and analyzes of a right that is denied. Finally, we systematized the challenges encountered on the school floor, from structural problems to teaching practice and becoming a teacher in a public school context.