Caminhos da formação profissional docente: sentidos atribuídos por licenciandos do IFRN ao programa Residência Pedagógica

Abstract

This research is part of an expanded approach within the scope of Line 02 of the Graduate Program in Professional Education (PPGEP) at the IFRN, dedicated to teacher training. The aim of the study is to analyze how the approximations and distances between the Pedagogical Residency Program (PRP) and the Supervised Internship (ES) at the Federal Institute of Education, Science and Technology of Rio Grande do Norte (IFRN) Santa Cruz campus influence the initial training of Mathematics teachers, considering the official guidelines and the meanings attributed to the experiences lived. Methodologically, the research was based on a systematic theoretical survey with the support of software, combined with the analysis of documents and educational guidelines. The study is of a basic, qualitative nature, with exploratory objectives, and adopted the Meaning Nuclei technique based on the categories of Historical-Dialectical Materialism (HDM). The analysis, guided by the socio-historical perspective, made it possible to understand that the meanings attributed by the participants are not static, but dynamic and historically constituted. The Nuclei of Meaning were constructed based on the dialectical interdependence between the meanings attributed by the subjects and the historical and social contexts in which they are inserted, making it possible to identify contradictions, historicities and the complexity of the experiences lived. The results show that while the Supervised Internship offers a limited introduction to the school context, the PRP provides prolonged immersion, favoring the construction of a more solid teaching identity and a deeper understanding of teaching practices. The participants highlighted that the PRP at the IFRN is perceived as a more complete training experience, mainly due to the time spent in the classroom and the continuous interaction with the field school. However, the analyses also reveal challenges, such as the lack of integration between initial and continuing training policies, and contradictions in official guidelines, which are often influenced by a dominant ideological framework. It is hoped that this study will contribute to the debate on initial teacher training policies and practices, offering reflections on the need for training models that are more integrated and sensitive to the historical, social and cultural realities of undergraduates. The research reinforces the importance of programs like the PRP in strengthening the relationship between theory and practice, pointing the way towards a more inclusive and transformative teacher training.