REPRESENTATIONS OF SUPERVISING PROFESSORS IN THE PEDAGOGICAL RESIDENCY PROGRAM/UFRA: THE EXPERIENCE OF THE BACHELOR'S DEGREE IN BIOLOGICAL SCIENCES

Abstract

The article has as its theme the training of Science teachers and as its object the Representations of Preceptor Teachers of the Pedagogical Residency Program/UFRA of the Biology Degree Course at the their Federal Rural University of the Amazon - UFRA, Capanema campus - PA. The problem permeated the way in which the representations of preceptor teachers of the Pedagogical Residency Program are formed about their formative actions in the Program. The objective is to undertand the representations of preceptor teachers of the Pedagogical Residency Program/UFRA about their formative actions in the Program. The teoretical discussion started from four categories, which are: Education (Brandão, 2002; Gohn, 2014 Perrenoud, 2000) Science Teaching Practies (Krasilchik 2000; Carvalho, 2011); CAPES/MEC Pedagogical Residency Program (Ordinance no. 038 of September 28, 2018 and related documents); Representation (Chatier, 1991; 2011). In the methodology, we delimited a qualitative approach, with bibliographic, documentary and interview research techniques. The article points out that the Program accupiend an important place for both the preceptor teachers and the residents; however, the lack of initial and continuing training of the preceptor teachers was confirmed in the third versiond of the program.