Programa Residência Pedagógica: uma análise a partir dos editais

Abstract

As a former scholarship recipient of the Institutional Program for Teaching Initiation Scholarships (PIBID) and the Pedagogical Residency Program (PRP), the author of this work experienced many reflections and studies regarding teacher education and basic education in the country. The PRP's main goal is to enhance the education of students enrolled in teaching degree programs, as the execution of projects increases practical experience and encourages future teachers to actively engage in linking theoretical knowledge with professional teaching practice. Therefore, the general objective of this research was to analyze the Pedagogical Residency Program calls for proposals issued in 2018, 2020, and 2022, and the specific objectives were to conduct a literature review on the topic; to search, identify, summarize, and present the calls; to analyze the concept of teacher education underlying these calls; and to examine whether the calls comply with legal regulations regarding initial and continuing teacher education. A qualitative approach was used through bibliographic and documental research, analyzing their differences and comparing them to legal frameworks related to initial teacher education. In conclusion, the notices aim to select HEIs to participate in the program, that the training concept that the notices carry is based on the BNCC and despite the challenging scenario that teacher education has been facing for many years, the calls do comply with the laws, even though there have been losses in scholarship quotas and information from one call to another.