FORMATION INTERFACES IN THE PEDAGOGICAL RESIDENCE PROGRAM WITH A LOOK AT THE TRAINING OF TEACHERS IN THE NATURAL SCIENCES AND THEIR TECHNOLOGIES AREA

Abstract

In this article, I share some understandings about the formative interfaces that constitute the Pedagogical Residency Program (PRP). The research is of a qualitative nature and the production of results was developed from a questionnaire and an interview developed by the PRP participants (Residents, Preceptors and Advisors). Data were organized based on Discursive Textual Analysis (DTA) and discussed based on the theoretical framework of Activity Theory and Research-Training-Action. The construction of the results implied the construction of a self-reflective spiral of the process experienced in the research. In the analysis, initial categories related to teaching action proposals were identified and problematized (Practice, Profession, Sharing, Person and Public), two intermediate categories related to the research theme: i) Experience; and ii) Reflection. Such statements guide the understanding of the concept of the self-reflexive spiral experienced in the process: Investigation. As a final category, Investigation is the link that supports the relationships between the proposals of the teaching profession (P's) and the Experience and Reflection put under discussion.