Santa Catarina Federal Institute. Degree in Pedagogy. Pedagogical Residency Program. Teacher Training.

The research entitled “Pedagogical Residency Program: impacts on teacher training in the perception of residents of the Pedagogy Degree course at the Federal Institute of Santa Catarina – Camboriú campus”, developed in the line of research Training Processes and Educational Policies of the Graduate Program in Education – PPGE /IFC, involves the theme that is inserted in studies that investigate teacher training in Brazil. The Pedagogical Residency Program (PRP) is in an emblematic field, where there are several studies that deal with the concern with teacher training. Considering this perspective, this dissertation presents the following problem: how does the Pedagogical Residency Program impact teacher training at the Instituto Federal Catarinense – Campus Camboriú in the perception of residents of the Pedagogy Degree course? That said, it aims to analyze how the Pedagogical Residency Program impacts teacher training at the Instituto Federal Catarinense – Campus Camboriú, based on the perception of residents of the Degree in Pedagogy. This scientific production is anchored in authors such as Cunha (1989); Gatti (2009); Gatti, et al, (2019); Lebanon (2010); Nóvoa (2007; 2017); Pepper (1996); Pimenta and Lima (2006), who from different perspectives contribute to the understanding of teacher training as an object of research in the educational field. The study, with a qualitative approach (BODGAN; BIKLEN, 1982 apud LUDKE; ANDRÉ, 2011), assumes an interpretative character of the data (STAKE, 2011) and has as a procedure the bibliographical survey (GIL, 2002) to carry out the historical approach on the Program Pedagogical Residency, as well as to understand the Pedagogical Residency Program as a Public Policy for the initial training of teachers. With the objective of establishing the data interpretation processes, the empirical research was carried out using a data collection instrument known as a questionnaire (STAKE, 2011). We decided to operate with semi-structured questionnaires in form format using the Google Forms tool. The semi-structured questionnaire requires the researcher to prepare a script that includes aspects he wants to know, but at the same time, allows respondents to express ideas more freely. The questionnaire consists of open and closed questions with four major axes: general information; school trajectory; being/feeling to be a teacher and the Pedagogical Residency Program and are an essential source for profiling residents and for interpreting their perceptions about the lived experiences and possible impacts of the Pedagogical Residency Program for teacher training analyzed from sociological foundations.