As contribuições do Programa Residência Pedagógica na formação docente do professor de História.

Abstract

The research carried out for this Course Completion Work (TCC) aims to examine the contributions of the Pedagogical Residency Program (PRP) to the professional and educational formation of History graduates, based on the experiences of PRP resident scholars. To achieve this goal, several approaches were employed, including: conducting a literature review on the historical aspects of teacher education in Brazil, characterizing the PRP and its relationship with teacher identity, and analyzing the final report written during the residency to identify the PRP's contributions to the development of historian-teacher practices. These perspectives formed the basis for reflections on the initial formation process of historian-teachers. The study began in 2018 and spanned 18 months, during which residents immersed themselves in Basic Education at Cecília Estolano Meireles School in Cajazeiras municipality, specifically teaching the 6th grade. The immersion of participants in the program facilitated a synergy between school and university, enhancing the scholars' understanding of pedagogical knowledge, bringing them closer to the realities and challenges of education, and contributing to the development of teaching methodologies. This involvement encompassed the production of teaching materials, participation in meetings, planning activities, and engagement with the school community. To reflect on the processes, historical contexts of formation and professionalization, and pedagogical practice, this study is grounded in the theories of Nóvoa (1992), Tardif (2002), Gadotti (2006), Tanuri (2000), and Vieira and Gomide (2008). The research underscores the significance of integrating theory and practice in programs like PRP, which promote the professional valorization of teaching, thereby emphasizing its relevance in the education and training of educators.