SANTOS, A. R. B.; http://lattes.cnpq.br/3475511553586701; SANTOS, Arthur Rafael Barros dos.
Résumé:
The present work addresses the importance of the Pedagogical Residency
Program (PRP) in teacher training, bringing a reflection on its relationship with
other initial training programs and with supervised internships. The main
objective is to describe role of the program Residence Pedagogical in the
training of future teachers of the degree course in Biological Sciences at the
Federal University of Campina Grande (UFCG), with a focus on the Center for
Education and Health (CES) Campus Cuite. The methodology applied in the
form of a questionnaire with 13 questions analyzed by the method of Bardin
(2002), which discusses the notoriety of the program as a whole and makes
reference to the lived experience, workload, positive and negative points,
among others. The results show that the PRP offers a longer experience in the
school environment and provides participants with greater autonomy in the
classroom, where they can learn theory in practice, applying and testing
different methodologies and observing the difficulties of the teaching and
learning process. learning from biology classes.