CONTRIBUTIONS OF THE PEDAGOGICAL RESIDENCE PROGRAM TO THE INITIAL TRAINING OF TEACHERS IN THE CHEMISTRY LICENSING COURSES OF IF SERTÃO-PE

Abstract

This study aimed to know the contributions of the Pedagogical Residency Program (PRP) for the initial teacher training of students in Chemistry Degree courses at the Federal Institute of Education, Science and Technology of the Sertão Pernambucano (IF Sertão-PE). The study was based on the principles of qualitative and quantitative research considering the need to quantify data collection and to assume the reasons for the results. 22 Chemistry Graduates who worked as PRP Residents participated in the Chemistry Subprojects of the Floresta, Ouricuri and Petrolina campuses of IF Sertão-PE. A questionnaire with multiple choice questions with a space for comments was used as a data collection instrument. The data obtained were treated statistically using the BioEstat 5.0 program. The results highlighted that the Pedagogical Residence reaffirms the students' identification with the course and contributes with experiences of real situations of the classroom routine, which allow the construction of teaching knowledge and the improvement of the professional profile. It became evident that the IF Sertão-PE has achieved the objectives proposed by the PRP. Thus, the Pedagogical Residence presents itself as an action to improve academic training in undergraduate courses.