Contribuições do programa residência pedagógica biologia para formação inicial de professores na UFPB Campus I: Análise reflexiva

Abstract

The initial training of teachers in Science and Biology education is a crucial stage in ensuring the quality of basic education and preparing educators to face contemporary classroom challenges. This formative journey requires a solid articulation between theory and practice, aiming to promote not only mastery of scientific content — such as botany, zoology, ecology, genetics, anatomy, and microbiology — but also the development of pedagogical skills focused on critical, contextualized, and meaningful teaching. However, the lack of practical experience can undermine teacher education by creating a gap between theoretical knowledge acquired at the university and the complex reality of schools. In this context, the Pedagogical Residency Program (PRP), established as part of the National Policy for Teacher Education in Brazil, emerged as a strategy to enhance supervised practice and immersion in school environments. This study aims to analyze the contributions of the PRP to the initial training of undergraduate students in Biological Sciences, with an emphasis on professional development, the construction of teaching identity, and the effectiveness of the program as a public policy. Based on Discursive Textual Analysis (DTA), the experiences of participants from two program editions were examined, highlighting the learning outcomes, challenges faced, and perceived impacts. The results show that the PRP fostered a more reflective training process, strengthening the link between theory and practice and enhancing the ability of future teachers to act with autonomy, critical thinking, and sensitivity to school realities.