Impactos do Programa Residência Pedagógica na formação inicial de professores de Ciências e Matemática da Unifei: um olhar para as regências de aulas.

Abstract

The Pedagogical Residency Program (PRP), launched by MEC / CAPES in 2018, has the main objective of inducing the improvement of practical training in undergraduate courses, promoting the immersion of the undergraduate in the basic education school. In this context, we consider that the main differential of the PRP in relation to the Supervised Internship traditionally developed could be in the quality of the courses, in view of this immersion in the school reality that the program provides. Therefore, in this article we present the results of a qualitative research, which sought to analyze the impact of the rules for the training of residents. The data were collected through a questionnaire and the reports required by the program. The theoretical framework was based on the concept of Internship in Pimenta e Lima and the idea of training within the profession of Nóvoa. From the analysis of excerpts from the reports and responses to the questionnaire, the data were grouped according to the different contexts of the disciplines (in interdisciplinary projects or disciplinary sequences, in the form of shared and / or individual teaching), the relationships between the conductor and the time-space of immersion in the school-field, the theoretical-practical reflections provided in the context of the regency and the strengthening of the university-school articulation based on the partnerships established in the regency. When analyzing the results, we can affirm that for residents the regency started to have a meaning of a deeper relationship with the profession, thought from the school and not from the training institution