Monografia de base: o Programa Residência Pedagógica e a Formação de Professores
Date
2023-06-28Author
http://lattes.cnpq.br/3797295225793015
MOTA, Ítalo Rayân Batista
Metadata
Show full item recordAbstract
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.