A formação docente no Programa de Residência Pedagógica da PUC-SP: desafios e aprendizagens na relação entre professoras experientes e estudantes de Pedagogia em formação

Abstract

This dissertation investigates the teaching-related learning shared between experienced teachers and Pedagogy students in initial training within the Pedagogical Residency Program (PRP) at PUC-SP. Adopting a qualitative approach and guided by Bardin’s Content Analysis, the research draws on institutional documents, schoolbased observations, and semi-structured interviews with students, experienced teachers from EMEI Neida Guzzi de Chiacchio, and the institutional supervisor at PUCSP. The study examines the pedagogical guidance and formative feedback exchanged throughout the residency, focusing on how the sharing of lived experiences within the school context contributes to the teaching development of participants. It also analyzes challenges encountered by school-based teachers and the impact of the unprecedented implementation of the National Student Performance Exam (Enade) in 2024. The findings suggest that the residency program functions as a collective and situated formative space, where academic knowledge and school-based practices intertwine to promote an approach to teaching grounded in listening, partnership, and collaborative elaboration of educational activities. As the first academic research dedicated to the PRP in the Pedagogy program at PUC-SP, this study inaugurates an institutional memory and offers contributions toward strengthening the coordination between university and school in teacher preparation