FORMAÇÃO INICIAL E CONTINUADA DE PROFESSORES: UMA REVISÃO SISTEMÁTICA DAS CONTRIBUIÇÕES DO ESTÁGIO SUPERVISIONADO, PIBID E RESIDÊNCIA PEDAGÓGICA

Abstract

The present study is a systematic review with a qualitative and descriptive approach, which aimed to verify, identify and describe the contributions of the experiences lived in the ECS, PIBID and PRP for the training of teachers in different areas. For the selection of studies, the following descriptors “initial teacher training”, “supervised teaching internship”, “pedagogical residency program” and “Institutional Scholarship Program for Teaching Initiation” were used, in the CAPES and SciELO databases. Using exclusion and exclusion criteria, the final sample was established for a total of eight articles. The results indicated that the ECS, PIBID and PRP significantly commanded the initial and continued training of teachers and that the contact of graduates with the practice in basic education is essential for the discovery of the teaching identity and their permanence in teaching.