O papel do Programa Residência Pedagógica na formação inicial de professores de ciências

Abstract

This research involves discussions about the initial training of Science teachers and integrates the studies developed in the Postgraduate Program in Science Teaching at the Federal University of Fronteira Sul (UFFS), Campus Cerro Largo, in the Teacher Training Line and Pedagogical practices. It aims to analyze the role of the Pedagogical Residency Program (PRP) in the initial training of Science teachers. To this end, a review of the bibliography of master's and doctoral research on the theme that guides this investigation was developed. To construct the empirical data, analysis was carried out on experience reports developed by residents of the Biology, Physics and Chemistry Pedagogical Residency Subproject (2020-2022) at UFFS, Campus Cerro Largo - RS and published in the seventeenth edition of the Meeting on Research at School : Experiences, dialogues and (re)writing in a network, which was promoted by UFFS, Campus Cerro Largo/RS, in partnership with the Instituto Federal Farroupilha, Campus Santa Rosa/RS, and a questionnaire carried out with seven residents who graduated from degree, three in Biological Sciences, two in Physics and two in Chemistry, who were participants in this subproject for 18 months., The methodological approach is qualitative, of the bibliographic type. The analytical procedures followed the Thematic Analysis of From the bibliographic review movement it is evident that the PRP makes significant contributions to the process of teacher training, as it articulates theory and practice, developing a means of shared training. Given the structuring proposed by the program, training strategies are enhanced, such as shared dialogue between the initial and continuing training of teachers, the strengthening of the relationship between Higher Education Institutions (HEIs) and Basic Schools, thus establishing partnerships and articulating collaborative work groups among teacher trainers, in initial training and in-service. In the analysis of experience reports, it was possible to observe that the program helps to improve the connection and understanding of theoretical and practical knowledge, which, in turn, are important in the teaching constitution and in the teacher's pedagogical practice by providing opportunities for development of teaching autonomy, challenging the resident to plan different methodologies and promoting formative moments of interaction with more experienced teachers. In the third movement of the research, in which the focus was on the answers to the questionnaire, contributions of the PRP in the process of teaching residents were identified. The activities developed within the scope of the program, such as: participation in training groups, dialogue between peers, environmentalization in schools, reflection on the actions carried out, the use of different methodologies, were highlighted as a differentiator in initial training and enhancers in the constitution of teaching identity. In short, the study presents how an initiation program to teaching is configured and impacts the training of its participants.