Residência pedagógica: vivências e perspectivas de estudantes de Licenciatura em Química.

Abstract

Initial teacher education has been the agenda in academic debates, with the need for dialogue focused on teacher education. Thus, in 2018, in the search for the implementation of a pedagogical praxis to consolidate the teaching training process, the Federal Government launches the Pedagogical Residency Program, with the objective of improving the initial training of teachers at public universities in Brazil and strengthening the bond between Higher Education Institutions and basic education. In this way, the Degree in Chemistry at the Federal University of Campina Grande Campus Cuité - PB was awarded the public notice. This study aimed to analyze the perception of students of the Degree in Chemistry at UFCG, campus Cuité - PB, about the contribution to teacher training of the Pedagogical Residency Program, through a quantitative-qualitative research evaluating the speech of respondents about their experiences. Data collection took place through a questionnaire made available through the online Google Docs form to residents. After screening the residents' statements, the arguments of the Content Analysis contexts were compared. Then, the contextualization and discussion step was carried out on the answers present in the questionnaires, using the relevant literature to support the entire discussion of the results. In their speeches, students reported the great importance of the program for professional maturation, as only the supervised internship is not enough for the student to acquire classroom experience, being also one of the best aspects of the program, given that the program meets to its main objective, which is to bring the reality of the school closer to the Higher Education Institution.