THE TEACHER RESIDENCY PROGRAM AT THE COLÉGIO PEDRO II SCHOOL: BACKGROUND AND PERSPECTIVES

Abstract

This paper seeks to present the Teacher Residency Program (PRD) conducted at the Colégio Pedro II school. Approaching Teacher Residency is also dealing with the matter of continuing education, which remains as one of the public policy gaps in the Brazilian education. Thus, a teacher must be capable of assessing and reflecting on their pedagogical practices and facing teaching as an eternal act of “coming to be". In this regard, continuing education and ultimately the Teacher Residency Program seek to build a teacher-researcher profile, who will, in addition to investigating pedagogical practices and processes, assess the socio-educational context and evaluate themselves. This text will approach issues such as the history of Colégio Pedro II and its tradition in the field of research; the reasons that led to a PRD being created and deployed; the presence of the PRD in the institution’s organizational chart, and the perspectives of the Teacher Residency Program in current educational policy.