O programa de residência pedagógica e a formação de professores de biologia: um olhar sobre o subprojeto biologia da UTFPR campus Ponta Grossa

Abstract

Teacher training has been widely debated, given its importance, both in terms of legislation and the content to be covered in training centers. The topic encompasses more than just the discussion of methodologies, involving reflection on the actions and different types of knowledge that accompany and will accompany teachers throughout their teaching practice, including knowledge acquired during their school years, knowledge gained through studies, and knowledge generated through pedagogical action, as well as experiences, whether during initial training or after its completion. It is known that, in Brazil, there are several public policies aimed at contributing to the initial training of teachers, continuing education, retention in undergraduate courses, and the improvement of teaching quality, such as the National Plan for Teacher Training in Basic Education (PARFOR), the Institutional Scholarship Program for Teaching Initiation (PIBID), and the Pedagogical Residency Program. In this sense, the present work aims to answer the following question: what teaching knowledge was mobilized during the Pedagogical Residency Program in the initial training of Biology teachers at UTFPR-PG? The general objective was to identify the teaching knowledge mobilized during the Pedagogical Residency Program in the initial training of Biology teachers at UTFPR-PG. Specific objectives included investigating the importance of the Pedagogical Residency Program for undergraduate students, recognizing how the program contributes to the teaching of Biology, and developing texts in the form of letters addressed to future residents and teachers in initial training, based on the results obtained and the theoretical framework of this research, in order to assist in the training process of these academics. The methodological procedures adopted for the development of this research included submission to the ethics committee, data collection through interviews with residents, and data analysis through discursive textual analysis. After analyzing the data, it was possible to observe the mobilization of teaching knowledge resulting from the insertion of academics in basic education schools and the activities they developed. Experiential, pedagogical, curricular, and disciplinary knowledge were mobilized. It was also possible to observe the importance of the PRP (Professional Residency Program) for the academics, who highlighted how participation in the PRP contributed to their initial teacher training, the contribution of the PRP to the teaching of Biology through the planning and execution of classes aimed at collaborating with the teaching of the subject's contente. Finally, the creation of an Educational Product in the form of an e-book with letters addressed to undergraduate students, also containing a pedagogical section focused on initial training and derived from data collected from the participants' own statements.