Relação ao saber dos residentes pedagógicos: contributos à formação docente dos licenciandos em química do ifpi - campus Paulistana

Abstract

This study aimed to investigate the relationship between the knowledge of undergraduate Chemistry students participating in the Pedagogical Residency Program at the Instituto Federal do Piauí (IFPI) – Campus Paulistana. The research sought to understand how this relationship influences teacher training, considering aspects such as teaching concepts, difficulties faced and contributions of the program to their pedagogical practice. The methodology adopted was a qualitative approach, with data collection through questionnaires, semi-structured interviews and document analysis. Initial results show that 37.5% of participants are in the 8th period of the course, while others are in the 6th period or have already graduated, allowing a comparative analysis between different stages of training. It was identified that most of the residents had no previous teaching experience, highlighting the importance of the Pedagogical Residency as their first contact with teaching practice. Participants reported that the program contributed significantly to their understanding of the teaching and learning processes, enabling the development of skills such as lesson planning, classroom management, use of educational technologies and learning assessment. However, they also face challenges, such as difficulties in planning and implementing classes, relationships with students, and lack of support from field schools. These findings reinforce the relevance of the program in initial teacher training, providing a realistic and reflective view of the profession. The research highlights the importance of the Pedagogical Residency in the training of undergraduate Chemistry students at IFPI – Campus Paulistana. It can be concluded that the program strengthens the students' bond with teaching, develops their pedagogical skills, and encourages reflection on the challenges of the profession.