Monografia de base: o Programa Residência Pedagógica e a Formação de Professores

Abstract

This study aimed to conduct a bibliographic survey of the research being written in the educational field about the Pedagogical Residency Program (PRP). The PRP is one of the initiatives developed by the National Teacher Training Policy, supported by the Coordination for the Improvement of Higher Education Personnel (CAPES). The program involves the participation of Higher Education Institutions (HEIs) and basic education schools, aiming to strengthen the relationship between theory and practice for students completing their undergraduate degrees in teaching programs, while also valuing the exchange of experiences between teachers and students. The bibliographic survey was conducted through a foundational monograph, a methodology that aims to provide the necessary theoretical basis for the development of subsequent studies by organizing available information. Based on this foundational monograph, it was possible to catalog the works dealing with the PRP in major databases (Scielo, Periodicos Capes, BDTD, ERIC, DOAJ). Initially, a total of 108 works were found to be submitted to the corpus selection process. After the corpus selection process, 22 works were selected for the writing of the foundational monograph. Subsequently, a thorough reading of all texts was conducted, except for those found in the BDTD platform, where only abstracts, introductions, and conclusions were analyzed due to the large amount of information. Based on the readings and careful analysis of the texts, articles were summarized to synthesize the ideas and initiate the writing process. Finally, these summaries were used to categorize the information addressed by different authors. Consequently, four main topics were identified: the creation of the Pedagogical Residency Program, the context of its implementation, the PRP and teacher education, and the residents' perspectives on the importance of the PRP in their training. Through the writing of the foundational monograph, it became apparent that works addressing the PRP are still relatively scarce in the academic field, which is a result of the program's recent creation. However, like other teacher initiation programs, the PRP has the potential to contribute to the teacher training process.