PEDAGOGICAL RESIDENCY: LITERATURE ANALYSIS REGARDING THE TRAINING OF ACADEMICS IN DISTANCE EDUCATION DEGREES

Abstract

The present research aims to objectify the process of the Pedagogical Residency Program (PRP) in distance learning, presenting its contributions to the training of academics in teaching degree courses. The PRP receives financial support and research promotion from the Coordination for the Improvement of Higher Education Personnel (CAPES), aiming to add professional improvement to teacher training to the extent that it provides the opportunity for the resident's immersion in pedagogical practice at the basic school level. The methodological path followed was a literature review, with a qualitative-descriptive approach, using the bibliometric procedure of the records located in the databases. We live in a context of profound cultural, social, political and technological transformations, which are building new fields of knowledge. It is in this scenario of constant changes that the residents learned to deal with these situations in the classroom, highlighting the initial experiences as a teacher and constituting their professional identity, able to teach and resignify their training in the teaching practice; showing that the PRP has been playing an indispensable role in the development of undergraduate students, as the results obtained contribute decisively to the construction of future teachers able to teach and improve wisely.