THE PEDAGOGICAL RESIDENCY PROGRAM: FORMATIVE EXPERIENCES IN THE PEDAGOGY COURSE

This text sought to investigate the contributions that the CAPES Pedagogical Residency Program, 06/2018 offered to a group of students of the Pedagogy Course of a public University in the interior of Parana. As a methodological procedure, the option was for the qualitative approach, in the exploratory-explanatory modality. The target audience was made up of fifteen students. Data were collected through the following procedures: observations of activities carried out by residents, documentary analysis of productions and narratives in their individual portfolios. For data analysis, the materials were submitted to Content Analysis, using the semantic criteria for creating the categories. The results indicate that the Pedagogical Residency Program has some weaknesses, but provided several contributions to the students' initial training process, with emphasis on new experiences, articulation between theory and practice, academic, professional and human training and understandings about what it means to be a teacher. The data also reveal that, despite several referrals and studies, it is necessary to reorganize the activities to include Initial Training programs that allow new and significant experiences for students in their formative process, and that, it is necessary that the Teacher Formations do not have emphasis on subjectivity, but on possible social and educational changes with effective contributions regarding the formative process of the future teacher.