NASCIMENTO, Damiana Raenna Bezerra do.
Resumen:
The research carried out for this Course Completion Work (TCC) aims to examine the
contributions of the Pedagogical Residency Program (PRP) to the professional and
educational formation of History graduates, based on the experiences of PRP resident
scholars. To achieve this goal, several approaches were employed, including: conducting a
literature review on the historical aspects of teacher education in Brazil, characterizing the
PRP and its relationship with teacher identity, and analyzing the final report written during
the residency to identify the PRP's contributions to the development of historian-teacher
practices. These perspectives formed the basis for reflections on the initial formation process
of historian-teachers. The study began in 2018 and spanned 18 months, during which
residents immersed themselves in Basic Education at Cecília Estolano Meireles School in
Cajazeiras municipality, specifically teaching the 6th grade. The immersion of participants in
the program facilitated a synergy between school and university, enhancing the scholars'
understanding of pedagogical knowledge, bringing them closer to the realities and challenges
of education, and contributing to the development of teaching methodologies. This
involvement encompassed the production of teaching materials, participation in meetings,
planning activities, and engagement with the school community. To reflect on the processes,
historical contexts of formation and professionalization, and pedagogical practice, this study
is grounded in the theories of Nóvoa (1992), Tardif (2002), Gadotti (2006), Tanuri (2000),
and Vieira and Gomide (2008). The research underscores the significance of integrating
theory and practice in programs like PRP, which promote the professional valorization of
teaching, thereby emphasizing its relevance in the education and training of educators.
