Repercussão do Programa Residência Pedagógica na formação inicial do professor de Ciências e Biologia

Abstract

This paper sought to understand the Pedagogical Residency Program and its impact on the initial training of Science and Biology teachers. We sought to know how the PRP was implemented at the studied university, as well as the relationship between the school and the university within the scope of the program. In addition, it was intended to understand the possible contributions of the program to the initial training of science and biology teachers. For this, a qualitative approach research was used with a descriptive purpose that has as object of study the Biology Nucleus of the Pedagogical Residency Program (PRP). The construction of data was carried out from questionnaires and semi-structured interviews, these data were analyzed through the content analysis proposed by Bardin. In view of the data, it is understood that the way in which the PRP was implemented in the university studied is somewhat troubled, with changes in field schools and preceptors due to conflicts and withdrawal of participants. The activities performed by the residents were similar to those developed by the interns of the degree courses, with exception to the high workload of conducting, as well as the activities, the problems that the residents encountered were also similar to the interns of the degree courses, such as, for example, the school's infrastructure. This large amount of hours allocated to conducting was the greatest difficulty pointed out by residents and preceptors, since it became almost impossible to fulfill it in 18 months. Despite working a large number of hours, residents received a scholarship with a low value, which is a factor that can strengthen the devaluation of the teaching profession. The field school was a space identified by most residents as welcoming. Despite this, they faced difficulties in carrying out activities due to the resistance of other teachers. The data showed that despite the residents being immersed in the environment, the collaboration of the preceptors as trainers and the school as a training space was not clear. A donor vision still persisted, where the university provided knowledge and innovation and the school was just a receiver. Some possible contributions were perceived, such as the immersion that made it possible to bring theory and practice closer together, continuing education of preceptors and encouraging research. For the continuity of the program so that there are greater contributions to teacher training, it is necessary to listen to the institutions and better invest in schools, universities, in training teachers in practice and in the policy for teacher training itself.