A residência pedagógica na formação docente de alunos de licenciatura em Ciências Biológicas do Centro de Educação e Saúde da Universidade Federal de Campina Grande.

Abstract

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.