A residência pedagógica na formação docente em Letras – Língua Portuguesa: reflexões a partir do olhar dos residentes

Abstract

The Pedagogical Residency Program (PRP) is a Brazilian government initiative that aims to improve the training of future teachers who participate in the program, since the PRP offers an opportunity for undergraduate students to participate in practical activities in schools. The work has the general objective of: investigating participation in the Pedagogical Residency Program and its contribution to the training of undergraduate students in Letters – Portuguese Language. The specific objectives of the research are: to reflect on the training of Portuguese language teachers and their teaching work; to discuss the Pedagogical Residency (RP) and its contributions to the initial training of teachers; to analyze theoretical and practical experiences based on the discourse of former participants of the RP of the Bachelor's Degree in Letters at UFPB, Campus IV. As a theoretical basis, we used the studies of Freire (1997; 2001), Tardif (2002; 2014), Pimenta (2005), Nóvoa (2002; 2009), among other theorists who address the importance of teacher training. Qualitative methodology and exploratory research were applied to consolidate the research and achieve the proposed objectives. Online questionnaires were used to collect donated data. The study collaborators are former students of the Program. The research results indicate that the Pedagogical Residency Program contributed significantly to the training of future teachers, providing practical and reflective experiences that allowed the construction of knowledge and skills necessary for the exercise of the profession. In addition, the participants highlighted the importance of interaction with the supervising teachers and the opportunity to work in a team as fundamental aspects for their professional development. In conclusion, this research demonstrates the relevance of the Pedagogical Residency Program for the training of Portuguese Language teachers, highlighting the need for programs that promote the articulation between theory and practice and offer professional development opportunities for future teachers.