Residência pedagógica e estágio supervisionado: uma reflexão sobre os impactos na formação de professores (Uberlândia – 2022)

Abstract

This qualitative research aims to analyze the perceptions and impacts of the Pedagogical Residency program and the Mandatory Supervised Internship in the training process of teachers from different areas of knowledge. The instrument used to obtain the results of this research were the oral reports of 6 students, 3 of whom were pedagogical residents and 3 interns. It was unanimous for the 3 residents that the program made a big difference in the construction of their identities as teachers, it was able to increase their confidence and they learned to deal directly with the school routine. On the other hand, for 2 interns, having only the mandatory discipline was insufficient. Therefore, the work suggests that practice is of great importance for teacher training, being in constant contact in the day-to-day of schools causes students to learn knowledge built in theory in assertive actions. Maximizing success in your future classes and being able to meet the guidelines and goals proposed by 3 educational pillars (PNE, LDB and BNCC)