CURRICULAR DIMENSIONS AS A FORMATION MOVEMENT IN THE PEDAGOGICAL RESIDENCE PROGRAM

Abstract

The central theme of this article is the formation of teachers in a formative space of the Pedagogical Residency Program (PRP) with a focus on the area of ​​Natural Sciences and its Technologies. Through bibliographic research with the BDTD and Capes, I seek to understand aspects that relate to the curricular dimensions present in the discourses of the research carried out. Data analysis was carried out through the ATD, which provided an opportunity to consider intermediate categories: i) Need to strengthen the relationship between theory and practice; ii) Importance of incorporating school space issues into the curriculum; iii) Construction of teaching knowledge; iv) Reflection on the actions developed as a training bias, as well as final categories: Contextualization and InterAction. The process of construction of the metatext interposes the look at the curricular dimensions as a reflexive movement in the formative context of the PRP, potentiated by the dialogue between different levels of knowledge - initial formation, basic education teachers and teacher trainers. Reflection is presented as a formative category through which the Research-Formation-Action processes are developed and signal bets for both initial and continuing teacher formation.