O Programa Residência Pedagógica na formação inicial do professor de matemática do Centro de Educação e Saúde da Universidade Federal de Campina Grande.

Abstract

The present work seeks to reflect on the contributions that the Residência Pedagógica program provided in the initial training of mathematics residents at the Centro de Educação e Saúde of the Universidade Federal de Campina Grande, with the objective of ascertaining the contributions that the Residência Pedagógica program provided in its initial training and reflect on teacher training in Brazil. In the theoretical approach, we approach the historical context of teacher education in Brazil, the challenges of teachers today, the relationship between theory and practice and we discuss the Pedagogical Residency Program. The methodology adopted was qualitative, since we are not concerned with numerical data, but with the understanding of the interviewees' conceptions. A questionnaire was applied that comprised ten open questions so that the resident could express his position with more comfort, since his identity would be preserved. Fourteen residents of the mathematics subproject who worked in public state schools of elementary and high school in the city of Cuité, municipality of Paraíba, participated in this research. Data analysis followed content analysis and the use of authors who discussed the topic involved. Through this work, we intend to address improvements in teacher training through the Residência Pedagógica project, however we concluded that even though it is very profitable, it still needs improvements in the execution of the project so that it is even more productive for its participants.