O Programa Residência Docente na formação inicial de professores: relato de experiência de um residente em matemática

Abstract

This study aims to analyze the impacts and potentialities of the Teacher Residency Program (PRD), developed by the Government of the State of Pernambuco, in initial teacher education. Methodologically, the research is qualitative in nature and adopts an experience report approach, with data produced from the experiences and reflective

records of a resident teacher in the Program. The immersion took place over a five- month period, from February to June, in a state public school located in the municipality

of Pesqueira, Pernambuco, through the use of mathematical games as a methodological strategy in a sixth-grade elementary school class. The results show

that facing everyday challenges in the school context required constant decision- making by the resident teacher. In addition, experiencing the methodological cycle of the RePARe Spiral was essential for improving pedagogical practice, strengthening the resident’s identity as a teacher-researcher, and highlighting the relevance of reflective action and, consequently, of the PRD for initial teacher education.