The pedagogical residency program in the natural science area preceptors point of view, in the University of Brasilia

Abstract

Teacher’s training can be divided into initial and continuing, with the first being undergraduate and the second any training process that may occur after this. Initial training programs, such as the Pedagogical Residence, are carried out by universities, helping in the process of undergraduate students, complementing the supervised internships. This is because internships are mainly focused on regency, and don’t have much time for other extra-classes activities. In the 2018 Pedagogical Residency Program notice, there were 440 hours of resident immersion, enabling the development of other essential activities for future teaching practice, favoring the training of these students. The purpose of this research was to investigate the perspective of preceptors of the subprojects in the area of ​​Natural Sciences, about the impact of the Program in the initial training of teachers. For this, semi-structured interviews were conducted with the preceptors, followed by a content analysis. As a result, it was observed that all preceptors recognize that the PR collaborated for the training of residents and reinforce that it was not unidirectional, the Program also added to their continued training. It is also pointed out several considerations, such as the lack of clarification of some information and the lack of feedback. However, it is concluded that, in their view, the PR Program brought advantages to teacher’s training, aspiring the continuity of the project, with future notices.