Residência Pedagógica: uma experiência na formação docente

Abstract

This paper presents the analysis of reports of the activities developed under the Pedagogical Residency Program, aiming to understand the teaching practices and the formative process of the project participants. The research has a qualitative approach.. The project development process was carried out at the Municipal Center of Early Childhood Education of the Municipality of Arraias/TO, the Creche Irmã Lucília, with the support of the teacher regent in the execution of the activities and the preceptor who encouraged and supported the pedagogical research in the orientation of activities and in the practice of teaching. It aims to analyze what contributions the Pedagogical Residency Program brought in the training of residents of the Degree course in Pedagogy at UFT/Campus Arraias. It also highlights the activities proposed by the program for teacher training, pointing out the perceptions of residents regarding the contributions of the program to their professional training. The research aims to demonstrate the impact and importance of the program on the life and professional training of its participants; bringing, reports of some practices carried out through remote teaching. As a theoretical basis, we used works by authors such as Nóvoa (1995), Pimenta (2012), Pimenta and Lima (2005), among others. works by authors such as Nóvoa (1995), Pimenta (2012), Pimenta and Lima (2005), among others. As a result of the process, it can be understood that participation in the Program proved effective in the formative process of students resulting in the knowledge of new methods and methodologies, enhancing teacher learning, as well as making clear the importance that a Residency Program brings in the ability to associate theory and practice during training. At the end of the work, it can be affirmed that, with certainty, the Pedagogical Residency Program contributes significantly to teacher education, and that participation in the program provides excellent experience for professional growth and the affirmation of teacher identity.