As contribuições da residência pedagógica na formação dos docentes da área de matemática

Abstract

The initiation of pedagogical praxis requires a curricular internship, which can also be called a pedagogical residency, as it is a fundamental experience for the development of teaching practice. By allowing the undergraduate to experience pedagogical practice during his/her training trajectory, since the internship enables the articulation between theory and educational practice. Therefore, this work, which presents as its theme: “The contributions of the pedagogical residency in the training of teachers in the area of mathematics”, aims to analyze the contribution of the Pedagogical Residency Program (PRP) to the initial training of teachers, so that one can understand how the rapprochement between university and school is configured. This is a literature review research, carried out from secondary sources about the contributions of the pedagogical residency in the training of teachers in the area of mathematics, with descriptive content and of a qualitative nature. The results showed that it is a Program that provides monitoring of future teachers of basic education, which has provided a lot of knowledge about teaching practice. Thus, it is concluded that it is necessary to understand the importance of collective work, with exchanges of experiences, since one cannot learn without a system of cooperation where the resident realizes that the teacher should not be technical, but dynamic, and should be endowed with knowledge, skills and attitudes to grow each day in a reflective and investigative way.