Contribuições do Programa Residência Pedagógica para a formação de professores de Física

Abstract

In the field of education, it is still possible to come across traditional teaching, which often results in little interaction between teacher and student in the classroom, making lessons less interesting, especially when we talk about physics, as it is considered by students to be a very complex and difficult subject. From this perspective, this research aims to investigate new knowledge about the teaching of science, as well as exploring new study strategies and methodologies for the training of physics teachers, and in this context the Pedagogical Residency Program. The central question investigated is: How has the Pedagogical Residency Program contributed to the training of physics teachers in Brazil? To this end, we aim to: identify and analyze the activities carried out by teachers in initial and continuing training in the teaching of physics in schools after participating in the program; understand how the Pedagogical Residency Program contributes to the improvement of physics teachers in initial and continuing training in Brazil. In terms of theoretical foundation, this research is based on reference authors in the field of education, using a bibliographic approach and employing the content analysis methodology. The corpus of analysis was papers published from 2018 onwards in two events in the field of physics teaching: the National Physics Teaching Symposium (SNEF) and the Physics Teaching Research Meeting (EPEF), both biannual events organized by the Brazilian Physics Society (SBF). After analyzing the papers, it was found that the Pedagogical Residency Program contributed to improving the continuing education of physics teachers. In addition, the participation of students in the classroom was positively observed, as they benefited from new knowledge and teaching strategies. In this context, the program's actions have influenced the area of science, promoting the construction of quality education.