A residência pedagógica como percurso formativo em licenciatura: vivências e perspectivas docentes em uma escola de ensino médio

Abstract

The initial training of biology teachers has been widely discussed in light of the challenges faced by basic education and the need to articulate theory and practice throughout the training process. In this context, public policies such as the Institutional Program for Teaching Initiation Scholarships (PIBID) and the Pedagogical Residency Program (PRP) play an important role in bringing teacher trainees closer to everyday school life. Thus, the present study aimed to analyze the Pedagogical Residency as a training path in the Biological Sciences degree program, based on the narratives of the resident's experiences developed in a high school. From a methodological point of view, we used the approach proposed by Lima, Geraldi, and Geraldi (2015) through the experience with narratives, called lived narratives. In addition, a bibliographic analysis and a survey of the legal provisions associated with teacher training were carried out. The results showed a priori initial insecurity when entering the project, accompanied by the expectation of changing and transforming the reality of the target audience. During the course, a maturing process became evident in light of the experiences within the project. Finally, it is noteworthy how the trajectory in the Pedagogical Residency provided the student with a space to reflect on their practice.