Pedagogical Residency Program: connections between teacher training and Basic Education

Abstract

 The article aims to problematize and analyze possible connections promoted by the Pedagogical Residency Program (PRP) with Basic Education, considering this initial education as well as the relationship between training institutions and the insertion of training teachers in schools. As object of study, the experiences of the authors themselves, participants of the program and teachers of the Geography and Pedagogy courses of a public state institution of higher education were considered. Official, institutional documents and reports constitute the collected data. The results of the study demonstrate that the PRP has intensified relations with schools and the participation of tutors has enabled residents to have a continuous and expanded coexistence within the school context, improving the training process and fostering the relationship between theory and practice. The work triggered a series of questioning regarding the format and scope of the program as a teacher training policy.

KEYWORDS: Teacher Training. Pedagogical Residency Program. University-School Relationship.