Percepções sobre a aplicação de aulas práticas para o ensino de biologia no contexto do programa de residência pedagógica: reflexões de narrativas de experiência

Abstract

The present work analyzes the perceptions of an undergraduate student in Biological Sciences regarding the set of pedagogical experiences lived with practical Biology classes within the scope of the Pedagogical Residency Program (PRP). The general objective of the study is to analyze the perceptions about the use of these practical classes in high schools, investigating the resident's subjective experience in the process of articulation between academic training and the lived reality of the school environment. Methodologically, the investigation adopts a qualitative approach through narrative research, specifically in the modality of narratives of lived experiences, using as a documentary corpus the memories, reflective narratives, and other documents produced throughout two public notices of the program, between the years 2021 and 2023. The results show that the prolonged immersion in the school environment provided a deeper understanding of the organizational culture and the complexity of teaching work. Regarding practical classes, findings show that this methodology can function as a powerful pedagogical tool, capable of increasing student engagement, curiosity, and protagonism, facilitating the transition from passive to active agents in the construction of scientific knowledge. However, the research also exposes the clash between the idealized expectations of university education and the actual conditions of public schools, highlighting systemic obstacles such as the shortage of time, overcrowded classrooms, inadequate laboratories, and the need for self-financing of didactic inputs by the teachers themselves. It is concluded that the Pedagogical Residency Program played a fundamental strategic role in teacher education, since the tension between theory and everyday structural challenges does not generate definitive frustration, but acts as the main driver for the demystification of the career, the development of adaptive skills, and the progressive consolidation of the future teacher's professional identity.