ROLIM, Laryssa Timoteo Vieira.
Résumé:
This work is situated in the field of Applied Linguistics and aims to demonstrate how the
experience as a Resident Scholar in the Programa Residência Pedagógica (PRP) contributes to
critical, reflective, and ethical thinking about the challenges faced by English Language
teachers in their initial training phase in public basic education schools. Employing a
qualitative, bibliographic, and exploratory approach, grounded in Vygotsky's (1978)
perspective of socially mediated learning, this study is characterized as a case study
conducted within the context of the PRP. The research investigated the pedagogical practices
of residents, focusing on innovative methodologies, the use of digital technologies, and
alignment with the guidelines of the Brazilian Common National Curriculum Base (BNCC).
Based on theoretical references from authors such as Freire, Kress, and Silva, the study
analyzed the challenges of the school environment, including the lack of resources and
students' socio-emotional demands, highlighting the teacher's role as a knowledge mediator.
The results revealed that the PRP fosters the integration of theory and practice, promotes the
development of pedagogical and intercultural competencies, and encourages inclusive and
meaningful practices in English teaching.
