O que dizem as professoras iniciantes na docência sobre a residência pedagógica

Abstract

This study focuses on the Programa Residência Pedagógica (PRP), which began within the Scientific Initiation Project (PIBIC) and, due to its relevance for teacher education, was later expanded and deepened, resulting in this Final Undergraduate Thesis. The research problem was guided by the following question: What is the perception of beginning teachers regarding the contribution of the PRP to teaching practice? The general objective was to understand the perceptions of novice teachers, graduates of the Pedagogy course at IEAA, about their initial experiences in the profession. This qualitative research, supported by Chizotti (2008), collected data through semi-structured interviews based on Minayo (2009). The results revealed the importance of the PRP, which, together with other formative experiences, significantly contributed to the exercise of teaching. Through classroom observations, student assistance, participation in activities alongside mentor teachers, and the production of teaching materials, residents experienced meaningful practices. It was found that the PRP contributed to the pedagogical practices of novice teachers by encouraging the application of observed methodologies, the use of produced materials, and the strengthening of teacher-student relationships. This study is expected to foster reflections on initial teacher education and the process of professional insertion, emphasizing the relevance of programs that, in articulation with supervised internships, broaden knowledge and deepen the relationship between theory and practice in the training of pedagogy graduates at IEAA.