O Programa Residência Pedagógica como política de formação inicial: a percepção dos residentes, preceptores e orientadores.

Abstract

The Pedagogical Residency Program (PRP) is a tool of the National Teacher Education Policy that aims to support Higher Education institutions (HEIs) in the implementation of innovative projects aimed at stimulating the articulation between theory and practice in undergraduate courses, in partnership with public networks basic education. And improve supervised internship in undergraduate courses adapting the curricula of teacher training courses to BNCC. Research on the PRP, its effective contributions to teacher training and basic education, are still few. In view of this, the present work has the general objective to understand the perception of the subjects participating in the Pedagogical Residency Program in the biological sciences degree course, campus II, UFPB; about its implementation and its initial development. It is a qualitative, descriptive and exploratory research. Regarding research procedures, it is classified as documentary, field and participant research. The research was carried out with residents, preceptors and advisors, participants in the Biology Subproject of UFPB of the Pedagogical Residency Program. The instruments used for data collection were focus groups, for residents and advisors. And individual interviews for the preceptors. The results show that in the subjects' perception, the most relevant issues in relation to the PRP are related to the contributions that the program brought to the rural school, to the training of residents and the innovative proposal of the program. In the perception of the subjects, the objectives of the program to contribute to improving the quality of teaching in the rural school were not fully achieved: if, on the one hand, there were contributions to the improvement of the preceptor's teaching practice, on the other, the subjects affirm that the contribution to the improvement student learning was not significant. The program also allowed residents to have more efficient practical training, however, it fell short of expectations regarding reflective theoretical training. In addition, the subjects point out that in the PRP there was not the expected innovation, and that the excessive search for methodological innovation, without taking into account the reality of the school, may have hindered the development of the program.