O Programa Residência Pedagógica e a formação inicial de professores em Montes Claros-MG (2018-2019)

Abstract

This research analyzed the implementation of the Pedagogical Residency Program — PRP at the State University of Montes Claros — Unimontes as one of the actions that aggregate the National Policy for Initial Teacher Education, aiming to elucidate the contributions and importance of the program in the initial education of the resident, the prospective teacher. The period to be studied was from 2018 to 2019, referring to the first two years of program implementation. The main authors that supported this work were: Saviani (2009), Silva (2021), Aranha (2006), Nunes (2009), Cruz (2018), Giglio and Lugli (2013), Santos and Araújo (2021), Pimenta and Lima (2017), Costa et al. (2019), and Tardif (2014). For the development of the study, a literature review built the theoretical framework together with the analysis of historical sources, including photos, official documents such as decrees, resolutions and the Institutional Project of the PRP. The research used the oral history resource, with open-question semi structured interviews conducted remotely through Google Meet platform. As results, we can say that the Pedagogical Residency Program proposed the insertion of students from the fifth period of the degree directly in schools, reinforcing the relationship between university and basic education, contributing to the residents' understanding of what teaching islike in everyday school life. The program contributed to the initial education of teachers, because it enabled the prospective teachers experience in various situations in practice, which is fundamental for the strengthening of the initial teacher education.