A Contribuição do projeto residência pedagógica na formação docente: relatos vivenciais em uma escola pública no município de Altamira - PA

Abstract

The Pedagogical Residency Program (PRP) 1 is one of the actions that integrate the Federal Government’s National Teacher Training Policy and seeks to induce the improvement of practice in graduation courses, promoting the immersion of the graduate in Basic Education schools (BRAZIL, 2008). In this sense, the objective of this study is to report the experiences in the scope of (PRP), as well as the contributions in the formative process of the students of the Graduation Course of Pedagogy, of the Federal University of Pará, Campus of Altamira. The methodology adopted was (auto) biographical research, with a qualitative approach in the theoretical perspective Passeggi (2008). To collect the data, we used observation and records in field diaries, generating, therefore, an experience report, which problematized the research question: what are the contributions of the PRP to the training of the resident?The analyzes of this problematic pointed out the advances: 1) ability to articulate theory and practice; 2) substantiation of the arguments; 3) resourcefulness in residency actions; 4) production of knowledge about rural education.