Residência Pedagógica: Contribuições para a construção da Identidade Docente no Curso de Ciências Biológicas

Abstract

An experience report of two undergraduates participating in the Pedagogical
Residency Program (PRP) - Multidisciplinary Subproject in Biology and
Physical Education of the Biological Sciences Course at the Federal
University of Vales do Jequitinhonha and Mucuri (UFVJM). The PRP is one
of the actions that integrates the National Policy for Teacher Training whose
objective is to induce the improvement of practical formation in
undergraduate courses (CAPES, Notice 06/2018) promoting the immersion
of the student in the basic education at school. This immersion should
include classroom regency and pedagogical intervention, accompanied by a
school teacher with experience in the teaching area of the licentiate and
guided by a teacher from his/her educational institution. The work is
qualitative based on participant observation and notes in field notebooks.
Based on the activities developed from the stage of setting up residents in the
school and classroom, to the regency stage, this paper aims to show the
importance of PRP, the successful experiences and contributions that the
project brings to the construction of the teacher identity and teacher
formation. The Pedagogical Residency Program contributes to the
constitution of the teacher's identity, favoring the training of residents in
their professional trajectory.