O programa de residência pedagógica : contribuições na formação docente dos licenciandos em matemática da UFPB/campus IV

Abstract

The research carried out for this Course Conclusion Paper (TCC) aims to investigate that contributions the Pedagogical Residency Program (PRP) provided for professional training and constitution of the identity of undergraduate students in the Mathematics Degree course at UFPB / campus IV. Due to the investigative nature of our research, it is characterized in a qualitative research, because in this work we made an analysis of the residents' written reports, seeking to identify, in its contents, evidence of the contribution of the PRP to their professional training, as well as to the development of identity. In this perspective, regarding its objectives, this research is outlined as exploratory. We used the last item, called Final Considerations, from the Resident Report as the main instrument of study to identify and analyze the program contributions described by the residents. For the analysis of the contributions in the professional formation of the student in Mathematics, identified in the written reports of the residents, we are based on the theory of the discourse analysis, as well as in publications of researchers that approach, in their researches, reflections and theories about the initial formation and the professional practice of teachers. After analyzing the residents' reports, we identified that the contributions of the PRP during the period of immersion of residents in Basic Education, enabled them to put them in contact with the knowledge learned during their initial training and in the program planning meetings. The constitution of this work showed us how important the articulation between theory and practice in undergraduate courses is for teaching practice. When we suggest, even if new investigations on the PRP are carried out, in order to reveal new contributions to teacher training of undergraduate students who are part of the program.