Contribuições do programa residência pedagógica para a formação docente no curso de ciências biológicas

Abstract

Throughout graduation, undergraduates seek to acquire experiences in different areas involving theory and practice, to expand their knowledge, as well as to support such experiences for future teachers, who fulfill the curricular components of mandatory internship throughout the course. The Pedagogical Residency Program - PRP was created to compose more experience, time and insertion into the school environment as a future teacher, the Pedagogical Residency Program has as part of its attributions to collaborate to improve such teacher training. As the main objective of this work, we sought to observe its contributions to initial teacher training. Within this qualitative nature course completion study, arising from the narrative type methodology of such lived experiences, an investigation is carried out of the production of textual materials of such lived experiences produced by scholarship holders of the Pedagogical Residency program, for data collection Objective Hermeneutics was used, which seeks to analyze the materials produced and interpret them. In this way, a study was made of the narrative productions and highlighted excerpts for further reflection. It was obtained as a final result that the articulation between PRP and the internship disciplines are important and alternative means in the training of future teachers, in addition to providing greater immersion in school activities and with other professionals involved during academic training, enabling a recognition of being teacher in practice.