GREVE NA EDUCAÇÃO COMO EXPERIÊNCIA DE FORMAÇÃO DOCENTE:

O Programa de Residência Pedagógica na greve da rede estadual do Rio de Janeiro

Abstract

The present work reflects on the activities of a nucleus within the Pedagogical Residency Program, part of the History Subproject, resulting from the partnership between the Federal Fluminense University (UFF) and Manuel de Abreu School (MABREU) in the municipality of Niterói/RJ, during the teachers' strike in the state public education system in 2023. The program, funded by CAPES, aims to make an effective contribution to the construction of the professional teaching identity through the theoretical-practical training of prospective teachers. The involvement of these prospective teachers in an educators' strike advocating for the adoption of the national teaching salary floor is not disconnected from these objectives. The text intends to demonstrate how dimensions external to the classroom and the day-to-day school life, within a context of broader social and political struggles, are not detached from teacher training; on the contrary, they represent pedagogical practices fertilizing the experience of becoming a teacher, a future anticipated by the prospective teachers. However, drawing on the contributions of Walter Benjamin, Michel de Certeau, António Nóvoa, and Ivor F. Goodson, it is possible to understand that, for a contextualized and collaborative teacher training, providing an experiential understanding of the strike context is fundamental but not sufficient. Beyond that, it is necessary to closely monitor how the practitioners' tactics transform these experiences into genuine or full-fledged experiences, understood as that which addresses us, challenges us, and transforms us. This text is presented as a collaborative exercise in which teachers and researchers in training experience narrative learning paths.