Narrativas auto(hetero)biográficas e processos de autorregulação em comunidade de aprendizagem com estudantes de Sociologia em Residência Pedagógica, na UFPel

Abstract

This thesis operates with auto(hetero)biographical narratives and self-regulation processes in a learning community with students in initial training, in the degree course in Social Sciences, within the scope of the Pedagogical Residency Program - PRP, developed at the Federal University of Pelotas - UFPel, in the course of 2020 and 2022. Establishes an interface between theoretical and empirical dimensions of auto(hetero)biographical narratives and self-regulation of learning based on the idea that the articulation between these two fields contributes to qualifying the debate around the construction of training projects at the university, since both underline the importance of the student's protagonism in the training process. The participants, actors/co-authors of this research, consist of seven students, enrolled in the Degree in Social Sciences and hero residents of the Nucleus of Philosophy and Sociology, at the Federal University of Pelotas-UFPel. The research moves driven by the following question: can the auto(hetero)biographical narrative experiences of training contribute to understanding processes of self-regulation of learning - ARA experienced by scholarship students in initial training, via the Pedagogical Residency Program-PRP? Therefore, the investigation aims to understand if and how auto(hetero)biographical narrative experiences of training contribute to the development of self-regulation of learning by scholarship students, from a degree in Social Sciences in Pedagogical ResidencyPRP. The understanding of these processes takes place through narratives of auto(hetero)biographical formation organized through the Scenic Understanding methodology, complemented with hermeneutics. The pertinence of this investigation is part of a broad and strong movement in the field of university studies aimed at initial teacher training. Through this desire, I arrived at the following thesis: the pedagogical work based on life and training narratives, especially those that occur in alterity such as the auto(hetero)biographical shared through experiences between residents and trainers and the need to participants build themselves self-regulated in their emotions, both in their personal and academic lives, establishing a substantial and paradigmatic change in the training of future teachers.