Residência pedagógica em um instituto federal: narrativa dos (des) caminhos formativos

Abstract

This article presents the results of an investigation, whose focus was the formative experiences of the Pedagogical Residency Program (PRP) - Edital No. 6/2018, in a Federal Institute of Education. The objective was to identify the learning experiences of teaching and analyze the possibility of training for research as a contribution to praxis. In this qualitative research, the students' narratives, recorded in portfolio, and documentary analysis were adopted as data collection procedures. The results indicated as possibilities of learning from teaching, interaction with students, participation in events and work with projects. However, despite the institution's effort in outlining in the institutional project and subprojects the principles of a formation in and for research, the high workload destined for the regency has weakened the formative process, being prioritized, more the practical activities in the classroom to the detriment of the exercise of the capacity of problematization, reflection and investigation.