Contribuições do Programa residência pedagógica para formação de estudantes do curso de Licenciatura em pedagogia

Abstract

This study presents the results of a research that aimed to understand the contributions of the Pedagogical Residency Program (PRP) for the initial teacher training of students of the Degree in Pedagogy at the Federal University of Bahia. The study was based on the contributions of Verônica Almeida (2010), ngela Portelinha, Egeslaine de Nez and Luciane Bordignon (2020), João Francisco Duarte Júnior (2000), Miguel Araújo (2008; 2009), Paola Zordan and Verônica Almeida (2020) , Roseli de Sá and Verônica Almeida (2020), Cilene Canda and Verônica Almeida (2018), Camila Santana and Kathia Marise Sales (2020), Dermeval Saviani (2009) and other authors who discuss teacher training, education sensitive, education in the period of the Covid-19 pandemic and the PRP. As a methodological route, a basic, exploratory and documentary research was carried out, assuming a qualitative approach with a phenomenological basis. As a procedure, a questionnaire was used, in digital format, sent to residents who had graduated from the PRP, public notice n. 1/2020. The results found reveal that residents built knowledge within the scope of knowledge, know-how and know-how, which had a relevant impact on their training paths, even in a pandemic context. They also point out reverberations of training experiences in different spheres of life, even after the closure of the Program's activities.