Atributos do processo formativo de residentes no/para o ensino de matemática
Walmir Da Silva Barros, Valéria Risuenho Marques
Source abstract
This article presents an analysis of the didactic-methodological learning developed by undergraduate students participating in the subproject "Literacy in Language and Mathematics: Formative Experiences in the Early Years of Elementary Education", within the scope of the Pedagogical Residency Program (PRP) at the Federal University of Pará (UFPA). This qualitative and descriptive-interpretative study aims to identify characteristics of the residents’ formative process based on the analysis of final reports prepared between November 2022 and April 2024. The theoretical framework is grounded in the epistemology of professional practice, especially the teaching knowledge proposed by Tardif (2000). The results indicate that immersion in partner schools, combined with guidance from university supervisors and school mentors, fostered the articulation between theory and practice, enabling the development of teaching materials and essential competencies for teaching in the early years of elementary education.
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