Formação de professores de matemática na perspectiva do Programa de Residência Pedagógica: uma análise das percepções dos residentes do Subprojeto Matemática do Campus I da Universidade Federal da Paraíba

Abstract

In this work, we analyze the possible contributions of the Pedagogical Residency Program (PRP) for the initial training of Mathematics teachers from the perspective of residents of the Subproject Mathematics of Campus I of the Federal University of Paraíba (UFPB). We present a brief historical evolution of teacher training for Basic Education in Brazil and some considerations made by Gatti et al. (2019) and other authors on the training of Mathematics teachers. We present the PRP of the Coordination for the Improvement of Higher Education Personnel, the PRP of UFPB, Subproject Mathematics of Campus I and some of its objectives described in its first two notices. We also present a field research carried out by the hypotheticaldeductive method, carried out through an electronic questionnaire, sent to the residents of the Mathematics Subproject, whose objective was to analyze the residents' perceptions regarding the contributions of the PRP to the initial teacher training. In view of this, we verified that the contributions of the PRP promote a more complete formation of the Mathematics course student, providing the construction of knowledge and reflections that generate a teaching and didactic improvement in the undergraduate student, which imposes the observation that the contributions of the PRP to Mathematics teacher training promotes the construction and consolidation of pedagogical and methodological knowledge for those who wish to become teachers.