Relato de experiência no projeto residência pedagógica: vivências, desafios e aprendizagens

Abstract

This paper aims to present and analyze the experiences developed through the Pedagogical Residency Program, reflecting on its importance in teacher education within the Bachelor’s Degree in Pedagogy. It is understood that the knowledge acquired through experiences in the school environment, together with the articulation between theory and practice, contributes significantly to teacher training. In this context, the Pedagogical Residency Program, established by Notice No. 01/2020, sought to promote the improvement of teacher education by strengthening the relationship between theory and practice. The program activities took place between 2020 and 2022, during the COVID-19 pandemic, providing opportunities for reflection and experiences within emergency remote and hybrid teaching. The study is characterized as exploratory and descriptive, with a qualitative approach, resembling action research, since the author was directly involved in the investigated practice and reported experiences.

The theoretical framework used to support the discussions included authors such as Fernandes (2013), Gatti (2010), Imbernón (2000), Libâneo (1994; 2017), Nóvoa (2009), and Pimenta (2005; 2012; 2018), among others, whose contributions address teacher education, its importance, and its challenges. Therefore, this study presents analyses and discussions regarding the experiences carried out in each stage proposed by the Pedagogical Residency Program, promoting reflections on the teacher education process.

The results demonstrate that the Pedagogical Residency Program contributes significantly to teacher education, especially by fostering the relationship between theory and practice and by providing experiences related to the future teaching profession. Furthermore, the program helps reduce insecurities and difficulties commonly faced at the beginning of the teaching career by enabling contact with concrete situations from everyday school life and pedagogical interventions. In addition, it provides unique and historic experiences that deserve to be shared and documented.