Significações da formação docente: uma análise das experiências formativas entre o programa residência pedagógica e os estágios supervisionados

Abstract

The present work makes a comparative analysis of the two processes of initial teacher training, the Pedagogical Residency Program (PRP) and the Supervised Internships, evidenced by the undergraduates of the Biological Sciences course at the Center for Agrarian Sciences/Campus II of the Federal University of Paraíba (UFPB). By verifying the differences in the practical referrals of the Supervised Internships and the PRP, it was possible to observe the importance of both experiences, however, each with its own particularities. Analyzing and comparing teacher training processes requires care to argue each process. In this sense, the objectives of this work are to highlight the differences, differences and referrals of each process of initial teacher training. By seeking to analyze the experiences, planning, direction of activities and quality of the process, we will make comparisons, not to stigmatize processes, but to highlight the directions of pedagogical practice of each formative space. The methodology was a qualitative, comparative, bibliographic and autobiographical research by the participants, using records of 6 (six) undergraduate students of the Biological Sciences course at UFPB. As a selection criterion, students who attended any of the four Supervised Internships and who were residents of the PRP were selected, by adhesion. The results obtained through the autobiographical analyses indicate that both formative models are important, however, the PRP offers a more comprehensive range of experiences and experiences, in relation to the Supervised Internships. In this context, it is evident the need to offer teaching students teacher training where they have time and quality educational practices.