Pedagogical residency in physical education: the relationship between theory and practice in initial teacher training

Introduction.  The research aimed to analyze the relationship between theory and practice in the dynamics of the school-field and university partnership in the training of residents of the Physical Education course at the University of Pernambuco in the Pedagogical Residency Program.

Methodology.  This is a documentary study. After an exploratory reading of 85 resident reports from the three editions of the program, 31 were selected, and content analysis was performed. Two analytical categories were defined (relationship between theory and practice in teacher training and Pedagogical Residency Program) and two context units (understanding and relationship between the school-field and the university).

Results.  Different approaches between theory and practice were identified among the residents. At the same time, it was noted that participation in the Physical Education subproject expressed a minimization of the theory-practice dichotomy in the training process of the undergraduate students.

Discussion.  It is evident that the relationship between theory and practice, in the analyzed dynamics, was directly influenced by the reality of teacher training policy in the country.

Keywords
Physical Education; educational policy; teacher training; pedagogical residency.