Residência pedagógica: contribuições para a formação de futuros professores de matemática

Abstract

The process of teacher training is essential to provide teachers with theoretical knowledge combined with their day-to-day experience so that they can overcome professional difficulties and problems to achieve their professional and personal accomplishments. In 2018, CAPES established a new program to foster a lack in the teacher training process: the Pedagogical Residency Program (PRP), aiming to provide graduates with a new perspective on teacher training. Taking these issues into consideration, this study has the general objective of analyzing the proposals for initial teacher education developed in teacher training institutions approved by CAPES, referring to the Notice No. 1/2020 of the PRP, in the centers that compose the undergraduate courses in Mathematics, in the five regions of Brazil. For this research, the comparative methodology was used, which consists of a tree of categories, parameters and indicators. This research provided the creation of an Educational Product, which is the rereading of an activity developed in the PRP, in the mathematics center in the city of Ituiutaba - MG, in the first edition of the program by CAPES. This product was divided into three stages: (1) Construction of teacher training; (2) Presentation of activities; and (3) Rereading of the Activity. In addition, a questionnaire entitled “Didactic Guide: rereading the teaching practice” was carried out using Google Forms for the evaluation of teachers who are in Basic Education in the area of mathematics This questionnaire was divided into four stages: (1) teacher profile; (2) teaching performance; (3) extracurricular activity; and (4) Evaluation of the Didactic Guide. The juxtaposition and comparison were developed along three axes of analysis: (1) Socio-political, educational, and economic context of the Brazilian regions; (2) PRP; and (3) Mathematics Center Subprojects. These analyses showed that all five regions of Brazil, despite their differences, have similarities and some particularities. As a result, it was observed that the Higher Education Institutions (HEIs) focused on in this research, as participants of the PRP, by providing the residents of the centers that integrate the undergraduate courses in Mathematics with a real and participative experience inside the school of Basic Education, enabling the development of practical training through the immersion of the student teachers in these institutions.