Residência Pedagógica : contribuições na formação inicial do professor de geografia

Abstract

The initial training of teachers is a fundamental process for strengthening basic education, as it is during this period that future educators have the opportunity to articulate theoretical knowledge with pedagogical practices. This process is marked by challenges ranging from the critical understanding of specific content to the development of didactic skills aimed at classroom realities. In this context, the Pedagogical Residency Program (PRP), established by the Coordination for the Improvement of Higher Education Personnel (CAPES), represents an important instrument for bridging the gap between university and school. The present study aims to understand the main challenges and contributions of the Pedagogical Residency Program in the initial training of undergraduate Geography students at IFPE (Recife Campus). This research is configured as a field study with a qualitative and descriptive approach, carried out through the application of a semi-structured questionnaire. The target group consisted of eight undergraduate Geography students, active participants in the PRP. The choice of this group allowed for the collection of concrete experiences and individual perceptions regarding the training process experienced. The results revealed that the Pedagogical Residency provides a space for the articulation between theory and practice, enabling pre-service teachers to engage more closely with school realities and contributing to the development of pedagogical, reflective, and critical skills. Among the positive aspects highlighted are practical classroom experience, mentoring by experienced teachers, and the strengthening of professional identity. As negative aspects, challenges related to infrastructure, workload, and organization of activities were reported. It is concluded that the PRP plays a fundamental role in the initial training of Geography teachers, as it provides meaningful experiences that assist in the construction of teaching practice and in the improvement of Geography education, despite the limitations pointed out by the participants.