Programa residência pedagógica do curso de licenciatura em química do IFRN campus Pau dos Ferros: experiências, perspectivas e dificuldades dos residentes

Abstract

This paper presents the experiences, perspectives, and difficulties of the resident students of the Pedagogical Residency Program (PRP) of the Chemistry Degree course at IFRN, Pau dos Ferros Campus. The PRP provides future teachers with crucial practical experience in the school context, offering concrete experiences that enhance theoretical learning and reinforce the connection between teaching and learning. Furthermore, it enhances the improvement of pedagogical skills and encourages critical reflection on obstacles and teaching tactics in initial teacher training. Based on this, the objective of this study is to analyze the impact of the (PRP) on the training of Chemistry Degree students at IFRN, Pau dos Ferros campus, in the period 2022/2024, examining its contributions and identifying the challenges encountered during the experience in the Program. To achieve this objective, a qualitative research was developed, with a survey and data collection, using a questionnaire consisting of fifteen questions, divided into six sections and analyzed based on Laurence Bardin's Content Analysis. As suggested by Bardin, the initial phase related to organization was carried out through skimming, which involved understanding the context and allowed the first impressions about the questionnaire to flow. Next, the data were organized into recording units and themes that reflected the general context of each response. Subsequently, categorization was carried out, in which the themes/codes, representative of each segment of the questionnaire, were combined based on common characteristics. Finally, the frequency of occurrence was analyzed and categories were created. In general, the results revealed that the program provided significant contributions to the residents in their training as teachers, highlighting that the experience in the PRP showed that it allowed the creation of connections between the knowledge acquired during the course and the pedagogical practice in basic education. Given the results, we can conclude that the initial teacher training model offered by the PRP has a positive impact on the first career actions and, consequently, on the professional trajectory of each resident.