Pedagogical residence and its contribution in teaching training
The school presents itself in a dimension as a space in which the first social experiences occur, therefore, also a locus in which it is possible to observe, from it, possibilities for citizen formation. The main objective of this work is to analyze the contribution of the Pedagogical Residency Prog...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2020 |
| País: | Brasil |
| Institución: | Universidade Estadual do Ceará (UECE) |
| Repositorio: | Ensino em Perspectivas |
| Idioma: | portugués |
| OAI Identifier: | oai:ojs.revistas.uece.br:article/4540 |
| Acceso en línea: | https://revistas.uece.br/index.php/ensinoemperspectivas/article/view/4540 |
| Access Level: | acceso abierto |
| Palabra clave: | Residência Pedagógica Formação Docência Pedagogical Residence Formation Teaching |
| Sumario: | The school presents itself in a dimension as a space in which the first social experiences occur, therefore, also a locus in which it is possible to observe, from it, possibilities for citizen formation. The main objective of this work is to analyze the contribution of the Pedagogical Residency Program (PRP) to the initial training of teachers and in this way to understand how the approximation between university and school is configured. The program anticipates the normative experience in the classroom, for future educators (residents), based on the experiences conducted inside and outside the school, with the tutor teacher, guiding teacher and the institutional coordinator of the program. This article addresses the importance of this experience for the initial formation of the teacher and what are the methodologies used for the approximation between university and school. The presented report concludes that public policies should increasingly focus on improving practical training in undergraduate courses. |
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