Contribuições do Programa Residência Pedagógica para discentes de um curso de licenciatura em matemática

Abstract

The Pedagogical Residency Program (PRP) is part of the National Teacher Education Policy and is designed to improve the quality of initial training and allow students to gain more experience in the school environment beginning in the second half of their education. With this in mind, the study sought to identify the contributions of the PRP to the initial training of future mathematics teachers. The main objective was to investigate the contributions of this program to the training of mathematics students at the Federal Institute of Education, Science and Technology of Bahia (IFBA) - Barreiras Campus. The literature review was based on documents such as announcements of the program, relevant legislation on teacher education, and contributions from other researchers. The research is qualitative in nature, methodologically inspired by the Concept Study framework for producing and examining data. Participants were student residents (co-assistants) who participated in the Pedagogical Residency Program between November/2022 and April/2024. A questionnaire with subjective questions was used to collect data, as well as collective dialogues with participants to deepen questionnaire responses. Results indicate that the PRP contributes to the didactic-methodological development of the student residents, promotes a sense of belonging and understanding of teachers' activities, and encourages active reflection.