A formação inicial docente em Ciências Biológicas a partir do programa Residência Pedagógica: um relato de experiência

Abstract

This work is situated within the context of initial teacher training, highlighting the importance of experiences that integrate theory and practice in the teaching of Biological Sciences. Therefore, participation in a pedagogical residency program has been recognized as a significant strategy for bringing undergraduate students closer to the reality of schools. Consequently, this study aims to report the experience of a graduate of the Biological Sciences degree program at the Federal Institute of Amazonas (IFAM) in the pedagogical residency program, considering its contributions to her teacher training. This is a qualitative, descriptive study. Furthermore, the methodology of this research was based on action research, which was divided into three stages: diagnosis, intervention, and results. The first stage of the research identified the main difficulties of the teachers, based on participant observation and field notes; the second part investigated and developed pedagogical strategies using games and the Pedlet digital platform; and the third and final part analyzed the results obtained from the student practices applied during the program. The results indicate that participation in the PRP contributed to the improvement of pedagogical practices, as well as to the consolidation of the articulation between theory and practice. It is concluded that programs such as the PRP played a relevant role in the resident's training.