Pedagogical Residency Program: contributions to the initial training of mathematics teachers

Abstract

This paper aims to analyze the contribution of the Pedagogical Residency Program (PRP) to the initial training of mathematics teachers, in particular an experience lived by the author, as a student of the Degree in Mathematics of the Federal Institute of Education, Science and Technology of Northern Minas Gerais (IFNMG), Salinas Campus and, thus, understand how the relationship between the institution and the school is characterized. This research had two main methodological sources, the bibliographic research, supported by existing literature on PRP. The other part of the research was carried out through participative observation. We conclude that PRP allows the trainee to develop the teaching practice in a supervised environment, promoting the appropriation of theoretical, methodological, and practical content, which are closely related to the construction of knowledge about teaching mathematics. In addition, the activities developed in PRP promote trainee reflection on their teaching practice, favoring the use of multiple learning resources and the construction of meaningful learning.