CURRICULUM DIMENSIONS AS A FORMATIVE MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM

Abstract

The central theme of this article is the formation of teachers in the formation space of the Pedagogical Residency Program (PRP) with a focus on the area of ​​Natural Sciences and its Technologies. Through bibliographical research with the BDTD and Capes, we sought to understand aspects that relate to the curricular dimensions present in the discourses of the research carried out. Data analysis was performed using the ATD, which made it possible to consider intermediate categories: i) Importance of incorporating school space issues into the curriculum; ii) Construction of teaching knowledge; iii) Need to strengthen the relationship between theory and practice; iv) Reflection on the actions developed with a formative bias, as well as the final categories: Contextualization and InterAction. The metatext construction process interposes the look at the curricular dimensions as a reflexive movement in the training context of the PRP enhanced by the dialogue between different levels of knowledge - initial training, basic education teachers and teacher trainers. Reflection is brought up as a formation category through which the Research-Training-Action processes in Science are developed and signal bets for teacher formation, both initial and continued.