A contribuição do Programa Residência Pedagógica no meu desenvolvimento profissional como professora em formação de geografia

Abstract

This paper aims to analyze the contribution of the Pedagogical Residency Program (PRP) to my professional development as a Geography student at the Federal University of Ceará. Based on practical experience at the Joaquim Albano State School of Professional Education (EEEP). To this end, I describe and analyze the use of theoretical and methodological procedures used in the experiences of scholarship holders, including myself, in the school environment, highlighting how the integration between theory and practice and the use of teaching resources influence the formation of teaching identity. The activities developed, such as participation in pedagogical events, planning and teaching multidisciplinary disciplines, proved to be fundamental to improving the pedagogical, methodological and reflective skills of future teachers. In addition, the study emphasizes the importance of the autonomy provided by the PRP, which allowed a prolonged immersion in the school environment, contributing to a more solid and integrated training. Through the analysis of pedagogical practices, it is concluded that the PRP was an indispensable tool for my professional training in the face of the challenges of contemporary education.