Pedagogical residence and its contribution in teaching training

• Autor(a) principal: Freitas, Mônica Cavalcante de
• Data de Publicação: 2020
• Outros Autores: Freitas, Bruno Miranda de, Almeida, Danusa Mendes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Ensino em Perspectivas
• Texto Completo: https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/4540
• topic: Residência Pedagógica; Formação; Docência; Pedagogical Residence; Formation; Teaching

The school presents itself in a dimension as a space in which the first social experiences occur, therefore, also a locus in which it is possible to observe, from it, possibilities for citizen formation. The main objective of this work is to analyze the contribution of the Pedagogical Residency Program (PRP) to the initial training of teachers and in this way to understand how the approximation between university and school is configured. The program anticipates the normative experience in the classroom, for future educators (residents), based on the experiences conducted inside and outside the school, with the tutor teacher, guiding teacher and the institutional coordinator of the program. This article addresses the importance of this experience for the initial formation of the teacher and what are the methodologies used for the approximation between university and school. The presented report concludes that public policies should increasingly focus on improving practical training in undergraduate courses.