As contribuições do programa residência pedagógica na formação do pedagogo: narrativas, aprendizagens e vivências

Abstract

This work aims to analyze the contribution of the Pedagogical Residency Program (PRP) to teacher education, presenting a narrative of learning experiences lived at the Pedagogy Center, Campus IV - UFPB. In this way, the present monograph addresses research that focuses on the experiences within the PRP while identifying and reflecting on the teacher training built within this program. The theoretical foundation of this research is primarily based on the concepts of Cruz and Arosa (2014), Gonsalves (2009), Pimenta (2005), Saviani (2007), and Tardif (2002 and 2012), among others, who discuss the importance of teacher education. As for the research methodology, an autobiographical approach was used, drawing from the reflections of Passeggi (2010) and Paiva (2008). The research results indicate that the activities of the Pedagogical Residency Program serve as a foundation for future teachers to redefine their practices. Additionally, the dilemmas and challenges experienced in everyday school life contribute to the guidance of the resident and the construction of their professional identity.