O programa de residência pedagógica no curso de Licenciatura em Ciências: Biologia e Química em Humaitá-Am: impasses e contribuições

Abstract

Early career teachers face numerous challenges, particularly practical inexperience and insecurity within the school environment. In this educational context, the Pedagogical Residency Program (PRP) emerges as a public policy aimed at improving initial teacher education by promoting the guided insertion of undergraduate students into basic education schools in collaboration with universities. This study aims to understand how the Pedagogical Residency Program in the Biology and Chemistry nuclei influenced initial teacher education in Humaitá-AM, investigating the challenges and contributions of the program in this process. The methodological approach is qualitative, based on an interpretative perspective, seeking to capture the experiences, perceptions, and meanings attributed by participants throughout their involvement in the program. Data were collected through an online questionnaire administered via Google Forms, including open-ended questions and items organized according to a Likert scale, used to measure participants’ levels of agreement and disagreement. Participants were contacted online via WhatsApp. The target audience consisted of undergraduate students participating in the Biology and Chemistry subprojects at the Institute of Education, Agriculture, and Environment (IEAA), who were part of the PRP during the 2022–2024 edition, provided they met the inclusion and exclusion criteria of the research. The findings contribute to understanding the PRP as an educational policy aimed at valuing initial teacher education. Its role stands out in the construction of professional identity, the integration of theory and practice, and the strengthening of the relationship between universities and basic education schools. The results also highlight the program’s relevance in undergraduate teacher education by consolidating meaningful formative experiences in learning how to teach. Participants emphasized the importance of teaching practice, practical and playful activities, and the close supervision of mentors in mediating the relationship between university and school. The program enabled the expansion of pedagogical repertoire, the development of professional autonomy, and the understanding of the teacher as a mediator of knowledge, contextualizing teaching according to students’ needs. Overall, the results indicate that the PRP functions as a complex formative space that combines practical learning, critical reflection, and identity development, significantly contributing to the qualification of science teacher education, especially in the context of the Amazon region. These findings provide important insights for improving the program and ensuring its relevance in preparing teachers to face the challenges of basic education.