Percepção dos/as residentes de pedagogia sobre o papel da RP e dos estágios supervisionados para a formação docente

Abstract

The present work aims to analyze the perception of pedagogy students about the role of pedagogical residency and supervised internships for their theoretical-practical training, and as a specific objective to understand how the pedagogical residency enhanced the practices of internship in the course. To elucidate the objectives, we are guided by the following questions: What perceptions do the residents of pedagogy have about the theoretical-practical formation of the course?How do students/residents of pedagogy perceive the consequences of the experiences of residency as a potentiator for internships? Thus, it seeks to generate a sample that signals or not the resignification of this experience to what fosters the program. As theoretical references, we surround ourselves with authors such as: (PIMENTA, 1999; 1997; 2019); (LIMA, 2016); (FELÍCIO, 2008); (FLORES, 2010); (BRASIL, 2015, 2019), among others, in addition to official documents dealing with teacher training. The qualitative field research involved two stages, the first of exploration of documents and references and the second of collection and analysis of data related to students' responses about theoretical-practical training in the course. For it, a semi-structured questionnaire was applied, via the Google Forms platform with open and closed questions, in order to "collect written information on the part of the subjects surveyed, in order to know their opinion on the subject under study" (SEVERINO, 2007, p.109). As previous results, we can announce that the pedagogical residency and the mandatory supervised internships, in fact, assume a fundamental role in the theoretical-practical formation of the pedagogy course of ufpb, however, by the time in which they occur make the formative experiences differentiated. On the other hand, the practical experiences experienced during the PR were more significant, contributing to enhancing the initial teacher education of the residents.