Programa Residência Pedagógica: desafios e potencialidades no estágio curricular obrigatório e na formação inicial de professores

• Autor(a) principal: Sanzovo, Cátia Cristina Oliveira Rosa
• Data de Publicação: 2021
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFSCAR
• Texto Completo: https://repositorio.ufscar.br/handle/ufscar/15607
• topic: Formação Inicial; Estágio Curricular Obrigatório; Programa Residência Pedagógica; Initial Training; Compulsory Curricular Internship; Pedagogical Residency Program; CIENCIAS HUMANAS::EDUCACAO::TOPICOS ESPECIFICOS DE EDUCACAO

This research has as its theme: "Pedagogical Residency Program: Challenges and Potentialities in the mandatory curricular internship and in the initial training of teachers.", aims to analyze the relevance of the Pedagogical Residency Program in the initial training of teachers and to investigate how preceptors (trainers) of the program, look at the potentialities and challenges of the PRP, as a supplementary part of the new policies in the field of teacher education. Contemplating the mandatory curricular internship as an integral part of the program, we seek to collect information through field, bibliographic and documentary research regarding the contributions of the mandatory curricular internship carried out concomitantly with the Pedagogical Residency Program, and how it can contribute to initial training of future teachers. In view of the issues discussed, we seek to relate the relevance of the mandatory curricular internship and the realization of the pedagogical residency as a training policy. As this is a new policy in the field of teacher training, it is opportune to analyze public policies for teacher training, mandatory curricular internship and the teacher training program. Given this content, this work will present a brief political history of teacher training in Brazil, elucidating the issues surrounding teacher training, from the mandatory curricular internship, the emergence of the Pedagogical Residency Program, school-university partnership and initial teaching performance