O programa Residência Pedagógica na formação de professores de Geografia: desafios e potencialidades

Abstract

The teaching of Geography plays a crucial role in students' critical formation by promoting understanding of the interactions between society and space. This study investigates the impact of the project Residência Pedagógica 2022-2024 on the training of Geography teachers, contrasting with previous experiences in supervised curriculum internships. Prior to the project, there was often a disconnect between school planning and teaching practice, limiting the full integration of future teachersinto the educational environment. The project marked a significant change, bringing future teachers closer to the daily school routine and facilitating their integration into the school community. In addition to developing essential competencies, the program provided space for the practical application of acquired theoretical knowledge, overcoming challenges identified during school activities with support from the university and the PRP team. Qualitative analysis, based on reports from scholarship holders and direct observations, revealed a significant positive impact of the Pedagogical Residency on teacher training, increasing engagement with school planning and better preparing them for the challenges of teaching. The findings contribute to the discussion on teacher education in undergraduate courses, aiming to continuously improve educational programs offered by institutions of higher education