Teaching as a profession of human interaction: contributions of the constructivist-collaborative methodology and the pedagogical residency program to the training of Physical Education teachers

This study aimed to analyze how the constructive-collaborative methodology, adopted in a Pedagogical Residency Program (PRP) in Physical Education at a public university, contributes to the professional development of undergraduate students and to the understanding of Teaching as a Profession of Human Interactions (TPHI). Multiple data sources were used for the analysis: (a) documents produced during the PRP (portfolios, reports, and teaching cases); and (b) semi-structured interviews conducted two years after the program's completion. Six residents, two preceptors, and one area coordinator participated in the study. The data processing followed thematic analysis procedures. The results show that the residents transitioned from peripheral participation to more active participation in the community of practice, consolidating experiential knowledge and expanding their professional identity. Constructive-Collaborative Work acted as a formative device by supporting processes of co-learning, co-responsibility, and negotiation of meaning. The interviews indicate that the learning constructed in the program was incorporated into teaching practice, especially in classroom management, in the articulation between theory and practice, and in the understanding of teaching as a relational practice. The combination of formative devices and collaborative practices configured an environment conducive to situated learning and the progressive construction of teaching professionalism, understood as a way of acting, interacting, and attributing meaning to the work of teaching. It is concluded that the articulation between the PRP and the constructive-collaborative methodology favored formative processes based on immersion, collaboration, and reflection on practice. These findings reinforce the TPHI and indicate the potential of integrated training models for Teacher Professional Development, in dialogue with national and international debates on Supervised Internship and residency programs.