PEDAGOGICAL RESIDENCE: PATHS FOR THE INITIAL TRAINING OF BIOLOGY TEACHERS IN THE SERTÕES DE CRATEÚS-CE

Abstract

The participation of undergraduates in teaching initiation programs, such as the Pedagogical Residency Program (PRP), is an excellent opportunity to qualify initial teacher training. Considering the relevance of these programs, the objective of this work was to analyze the contribution of the PRP in the initial training of students of a Degree in Biological Sciences who acted as residents of a subproject. This research is characterized as a case study, of a descriptive nature and with a qualitative approach, being carried out from August 2021 to September 2022. Data collection was carried out from the application of a questionnaire made available to undergraduates who acted as residents. All survey participants stated that the PRP made a valuable contribution to their training processes. Among the possibilities provided by participation in the PRP, the participants mentioned: the importance of the program's actions for the attitude of future teachers; the consolidation of didactic strategies experienced in the program, even in the challenging condition of Emergency Remote Teaching (ERE) during the pandemic; consolidation of the relationship between theory and practice developed throughout the Biological Sciences Course in line with participation in the PRP; and the expansion of the field of methodologies developed during the program. It is concluded that the PRP contributed to the improvement of the initial training of the undergraduate students participating in this research insofar as they developed activities involving critical learning and teaching dynamics, in addition to providing a general expansion of the pedagogical skills of future undergraduate students.