O programa de residência pedagógica na formação inicial de licenciandos em pedagogia

Abstract

The aim of this article is to present the results of a study that analyzed contributions of the Pedagogical Residency Program in the initial training process of students in the Pedagogy course, from a federal university in the south of Minas Gerais, in the period from 2018 to 2020. To achieve this objective, we developed a qualitative research, from the application of a questionnaire to the group of students who integrated the program at the university, seeking to understand their perceptions about the contributions of the Pedagogical Residence to their initial training. Based on the answers about the program, it was possible to group them into three argumentative axes: (a) theory and practice relationship; (b) relationship between teacher and student; (c) recognition the teaching. It isconcluded that the Pedagogical Residency Program favored the formative trajectory of the undergraduate students, promoted the approximation between residents and the reality of basic education schools and articulated exchanges of experiences with teachers-preceptors, in order to guarantee the quality to the teaching formative process.