As contribuições do programa residência pedagógica para a formação inicial dos licenciandos em Pedagogia

Abstract

Teacher education is a widely debated topic in Brazil, constituting the focus of several public policies aimed at improving and qualifying teaching professionals. Among these initiatives, the Pedagogical Residency Program stands out, whose purpose is to contribute to the initial training of teachers and to strengthen the teaching identity of undergraduate students. In this context, the present Undergraduate Thesis aims to investigate the contributions of the Pedagogical Residency Program to the initial training of Pedagogy students, highlighting its impacts on the qualification of future teachers, the integration of pedagogical practice, and the appreciation of teaching. This is a qualitative study, comprising bibliographic research and field research, in which legal frameworks, books, and articles related to the topic were analyzed. Furthermore, Bardin’s content analysis method was used to examine the information obtained through a questionnaire applied via Google Forms to one of the coordinators of the Pedagogy Subproject (Campus I) at the Federal University of Paraíba, regarding the Program’s contributions to initial teacher education. The results highlight the relevance of the Pedagogical Residency Program in the initial training of undergraduate students, as it provides meaningful experiences both in the school environment and within the university’s formative processes. Such experiences fostered the development of autonomy and confidence in pedagogical decision-making, contributing to the consolidation of teaching identity and the strengthening of professionalization.