Integração teoria e prática: o papel do programa residência pedagógica na formação do residente de química do IFPI – Campus Parnaíba.

Abstract

Offered by the Coordination for the Improvement of Higher Education Personnel (CAPES), the Federal Pedagogical Residency Program (PRP) aims to enhance the training of students enrolled in undergraduate teaching programs who have completed approximately 50% of their coursework. The objective is to improve the quality of teacher education. The central idea is to immerse the trainee in a public school environment, involving stages such as preliminary school visits, classroom observations, lesson planning, teaching practice, and the development of an intervention project to be implemented. This study seeks to present an analysis of the perspectives of the students from CETI Senador Chagas Rodrigues during the activities conducted by a resident of the Chemistry Licentiate Degree as part of the Pedagogical Residency Program. Through a questionnaire administered to the students, the study aimed to assess their understanding of the role played by the Chemistry resident during their teaching practice, as well as to explore the impact of the pedagogical residency on the resident’s development in the face of the challenges encountered throughout their academic training. The integration of innovative approaches, playful methodologies, and easily replicable experimental practices contributed to a more focused and engaging learning process, fostering student interest in Chemistry, while also promoting the development of essential skills for mastering the subject.