Reflexões sobre as implicações do PRP na formação inicial docente: investigando a construção de saberes docentes

Abstract

This work consists of an investigation into the Pedagogical Residency Program (PRP), its implications for the construction of teaching knowledge, as well as presenting some reflections related to the objectives of Ordinance No. 38, of February 28, 2018. To this end, we seek to articulate such reflections with teaching knowledge, which includes professional training, disciplinary, curricular and experiential knowledge. The methodological procedures consisted of the use of the Google Forms tool, with five open questions and one closed, involving the participation of seven PRP students, for subsequent content analysis. In addition to the analyzes and reflections based on the four teaching knowledge, two new categories were identified based on the analysis of the responses obtained, which concern the general characteristics of the PRP and the job market. It was possible to see that the PRP contributes to teaching learning and the exercise of educational practice by undergraduate students in training, with emphasis on the planning and execution of practical activities. At the same time, a weakness was highlighted regarding the theoretical dimension and its transposition into educational practice in the face of the challenges of school work, since students pointed out challenging experiences during participation in the PRP, with emphasis on their insecurities and their preparation for the work market