Percepções do residente quanto aos objetivos do programa Residência Pedagógica na formação docente inicial

• Autor(a) principal: Vital, Laura Silva
• Data de Publicação: 2022
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFU
• Texto Completo: https://repositorio.ufu.br/handle/123456789/34539
• topic: Formação de professores; Ciências biológicas; Educação básica; Políticas de formação; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL::AVALIACAO DE SISTEMAS, INSTITUICOES, PLANOS E PROGRAMAS EDUCACIONAIS; CNPQ::CIENCIAS HUMANAS::EDUCACAO::PLANEJAMENTO E AVALIACAO EDUCACIONAL

The period of initial training for teaching is an important phase for their insertion into the school environment, its norms and institutional values. The emergence of teacher training programs, such as the Pedagogical Residence - RP, adds to the need to encourage and improve the qualification of this initial teacher training for basic education and, ultimately, to help improve the quality of school education for children and young. The present work, of a qualitative nature, aimed to know, identify and analyze the perceptions and impact of the program on the training of undergraduates in the Biological Sciences courses at UFU, on the Umuarama and Pontal campuses. Through an electronic questionnaire, residents presented their perceptions regarding the objectives proposed by the Program. Most of the residents' answers revealed the PR as a great incentive for the insertion of undergraduates in basic education and an opportunity to be closer to the school reality. However, they considered that little has been explored about the BNCC (Base Nacional Comum Curricular) and the possible adjustments that the Base proposes in the curricula and pedagogical proposals of the degree courses. Difficulties such as reconciling academic activities schedules with school commitments and the lack of school infrastructure, even without details or specifics, were also identified as impediments to carrying out more innovative actions. Such results can contribute to studies related to training programs and their impacts on teacher training courses.