AS POSSIBILIDADES E FRAGILIDADES DO PROGRAMA RESIDÊNCIA PEDAGÓGICA PARA A APRENDIZAGEM DOCENTE NA FORMAÇÃO INICIAL DE PROFESSORES DE PEDAGOGIA

Abstract

This text is the result of research carried out in the Graduate Program in Teacher Training at the Federal Institute of Education, Science and Technology Goiano-Campus Rio Verde. It aims to study teaching learning in the Pedagogical Residency Program (PRP). The research was conducted by the following questions: what are the contributions of the Pedagogical Residency program for the relationship between theory and practice in the initial formation of teachers in the Pedagogy course? How does this program effectively contribute for the Pedagogy course graduates to relate theory to practice in the teaching learning process? It aims to identify the weaknesses of the PRP for the initial training of teachers for early childhood education in an institution in southwest Goiás, focusing on learning to teach. A qualitative approach was used as methodology, the interview with six residents of the Pedagogy course and document analysis. The results show that the PRP contributes to the

learning of teaching through the insertion of students in the basic education school, being a learning space; however, the time for this learning is insufficient, which demands a greater inclusion in the practice supported by theoretical elements that allow residents to effectively relate theory and practice in a reflective and investigative perspective.