BETWEEN KNOWLEDGE AND PRACTICES: THE ROLE OF TEACHING PROJECTS IN PEDAGOGICAL RESIDENCY AS A STRATEGY FOR CONSOLIDATING REGENCIES AND TRAINING UNDERGRADUATES AND TRAINERS

Abstract

This text is the result of a research that aimed to analyze teaching projects as strategies for consolidating conducting practices and the training process of undergraduate students and teacher trainers within the scope of the Pedagogical Residency Program (PRP), in a school unit located in the southern region of Rio Verde – Goiás. With a qualitative approach, observation, narratives (including residents' portfolios and reports of the preceptor-researchers) and literature review were used as data collection instruments. The results show that the work with teaching projects was configured as a relevant training strategy, both for the residents and for the preceptors and the advisor. The development of the projects allowed the licentiate students to experience fundamental stages of teaching — from diagnosis to conducting — articulating theory and practice in a contextualized and meaningful way. In addition, collaborative planning, carried out in person at the school, enabled the analysis of official documents (such as the BNCC and the Curriculum Guidelines of the State of Goiás), as well as the selection of skills and objects of knowledge aligned with the demands of the school community. It was noted that the projects favored the exercise of autonomy, the development of pedagogical and scientific writing, and the strengthening of the reflective posture of future teachers. For the preceptors, the involvement with the projects and with the monitoring of the residents represented an opportunity for continuing education, as they revisited their practices and acted as mediators in the training process. Thus, the PRP, through teaching projects, has proven to be a powerful space for shared and collaborative learning, contributing to the improvement of teaching and learning in school and to the training of critical teachers committed to the transformation of the educational reality.