FORMATIVE NUANCES IN THE CONTEXT OF THE PEDAGOGICAL RESIDENCE PROGRAM

Abstract

The work presented focuses on situating formative interlocutions on the Theory of Activity and Investigation-Formation-Action (IFA) as contributions inherent to the process of teacher education. The context of discussion is the Pedagogical Residency Program (PRP) in the area of Natural Sciences and its Technologies (CNT), in which undergraduate students, teachers of Basic Education and professors of Higher Education participate. It is a study of analysis of understandings of PRP participants located in blocks of interlocutions, being: i) Context of action in the Pedagogical Residency Program (PRP), ii) Methodological Strategies in PRP, iii) Training Contributions of PRP and iv) Challenges, Evaluation and Modification. The analysis was performed with the methodological support of ATD. Among the discussions, the potentialities of the interaction between the subjects who participate in the PRP stand out and the importance of the program as an intermediate training space in which it is possible to reflect on the interactions arising from the Study and Teaching Activity is highlighted. In the scope of the article is the proposal of the methodological interweaving of organization of the PRP in considering the IFA and the Activity Theory and in this process the Research Activity emerges.