Residência pedagógica : a experiência de uma professora de música como preceptora.

Abstract

This work presents the results of a course conclusion research, which focused on examining the Pedagogical Residency Program (PRP) at UFPB from the perspective of the supervising teacher. The overall objective of the research was to understand and analyze the perception of the music teacher from School X regarding her participation as a preceptor in the Pedagogical Residency Program. The specific objectives were: to understand and analyze how the music teacher from School X perceives the influence of the PRP on her teaching practices and educational approaches to music; to identify the methodologies used by the teacher before and after her involvement with the PRP; and to understand the significance of the PRP for the teacher’s development and practices. In the literature review, I conducted a survey of publications related to the Pedagogical Residency Program, and in the theoretical framework, I aimed to characterize the program. Data were collected through a semi-structured interview with the music preceptor of the program. The analysis of the data revealed that the Pedagogical Residency Program was essential in transforming the teacher's professional performance and educational practices in music, leading to a reevaluation of her methodologies and encouraging the adoption of new pedagogical approaches. Thus, the program represented a tool for professional renewal, promoting a more inclusive and engaging music education.