Potencialidades e limites do Programa Residência Pedagógica na ótica de residentes, preceptores e orientadoras: um estudo sobre o núcleo de Biologia, Campus I da UFPB

Abstract

The Pedagogical Residency Program (PRP – "Programa de Residência Pedagógica" in Portuguese) was started in August 2018 by the Coordination for the Improvement of Higher Education Personnel (CAPES – "Coordenação de Aperfeiçoamento de Pessoal de Nível Superior" in Portuguese) to induce and improve the relation between theory and practice in licentiate undergraduation, offering undergraduate students insertion in schools and strengthening the relationship between Higher Education Institution (IES – "Instituição de Ensino Superior" in Portuguese) and Primary Education schools, called Field School. It was implemented 18 nuclei at the Federal University of Paraiba (UFPB – "Universidade Federal da Paraíba" in Portuguese). The goal of this research is one of these nuclei, the biology nucleus. This paper aims to analyze the impact of the biology program (PRP) in the beginning and continuing of the teacher formation, highlighting the potentiality and limits of the program. It was used as its methodological strategy in this paper the case study. The participants of the research were the residents, preceptors (from field school), and mentors (from university) linked to the biology nucleus, Campus I, at UFPB. The data were obtained from an open questionnaire through an online application, which interpretation was given by the content analysis technique. It was identified that the program (PRP) was able to fulfill some of its objectives, being significant in the training of the members, although some adjustments were necessary, such as a greater emphasis on the Higher Education Institution (IES) and Field School relationship. In the initial training, residents worked in Field School in order to understand and think about teaching, as well as the opportunity to apply the theory studied during their initial training at the Higher Education Institution (IES). It was noted about the preceptors a contribution in a way to provide the reconfiguration of the methodologies applied in the classroom. According to the mentors, the program (PRP) provides to the undergraduates' fundamental pedagogical experiences for their teacher training while also giving visibility to the challenges of their initial training. It is understood that the results of this research will subsidize the program managers to more recent editions training. On the other side, it was generated pieces of information that can motivate decision-making and improvements by the Coordination for the Improvement of Higher Education Personnel (CAPES) in the next programs (PRP).