O programa residência pedagógica e a formação docente em ciências da natureza e matemática: uma revisão sistemática

Abstract

The Pedagogical Residency Program (PRP) has promoted an important meaning for the training of teachers integrated in the National Policy, bringing reasons that add to the continuity of the program. These reasons prove in this research of a compiled article, formed by 6 (six) articles by other authors working as undergraduates in the courses of Physics, Chemistry, Biological Sciences and Mathematics. The objective is to investigate the contributions of PRP in teaching learning in initial training in Natural Sciences and Mathematics courses in some Brazilian regions. The study is a qualitative-quantitative approach, in which some reflections of residents who seek to identify the contributions of the Program in Federal Public Institutions were selected. The search was carried out in databases in Brazilian journals: Google Academic, CAPES and SCIELO, published between the years 2019 to 2021. A total of 31 articles were found, of which, after checking the inclusion and exclusion criteria, only 6 articles were used for this review. The results point to significant contributions to teaching learning in its pedagogical dimension, from the planning of activities to their realization and evaluation, however, pointing out the contributions of the PRP, such as: collaborations in teacher education, perceptions and reflections on formative process. The study also pointed out that the PRP contributes to improving the qualification of teacher education through the necessary articulation with students, mobilizing the desire for a more critical, contextual and democratic education.