Residência pedagógica: influências na formação docente em Química no Câmpus Itumbiara.

Abstract

The Pedagogical Residency Program (PRP) is a tool of the National Teacher Training Policy to support Higher Education Institutions (HEIs) in partnership with basic education institutions in the public network, in the implementation of innovative projects that facilitate the interface between theory and practice in undergraduate courses. It also contributes to the improvement of the mandatory supervised curricular internship of the degrees, adapting the curriculum of the teacher training course to the BNCC and makes it possible to carry out research and its effective contribution. Therefore, the present work aims to investigate what contributions the PRP provided to the professional and identity formation for the undergraduates of the Degree in Chemistry of the IFG-Câmpus Itumbiara. This is a field research, with qualitative and quantitative analysis, in a descriptive and exploratory approach whose instrument for data collection was a questionnaire elaborated on the Google Forms platform, passed on to PRP preceptor teachers and resident students. The reports described, both from preceptors and residents, were analyzed, aiming to identify in their contents, possible contributions of the PRP to their professional training and to the development of their identity in teacher training. For the analysis of the answers related to the formation of the Degree in Chemistry, identified in the reports of the questionnaires of the residents and preceptors, we were based on the theory of discourse analysis, as well as on the publications of researchers who reflect and theorize about the initial formation and the teachers' professional practice. After studying the residents' reports, it was found that the contribution of the PRP, during the residents' immersion in basic education, allowed them to be closer to their professional lives, applying in the classes what was learned during the initial training and planning sessions. of projects. The composition of this work shows us the importance of the interface between theory and practice in undergraduate courses for teaching practice.