BASIC EDUCATION AND TEACHER TRAINING:

THE PEDAGOGICAL RESIDENCY PROGRAM IN THE MUNICIPALITY OF SÃO BORJA (RS)

Abstract

The Pedagogical Residency Program was a teacher education policy implemented between 2018 and 2024. For its implementation, this guideline sought to connect higher education institutions (HEIs) and basic education. Four actors took part in this initiative: the Institutional Coordinator, the Supervising Professor, the Resident, and the Mentor Teacher. The latter two are of significant importance, since the Resident, that is, the undergraduate teaching student, was welcomed by the Mentor Teacher within the basic education environment. This manuscript aims to understand how teachers from the basic education network contributed to the training of the Residents. To address this question, the interview research technique was applied to four Residents, one Supervising Professor, and one Institutional Coordinator. The research adopts a qualitative approach, and content analysis was used to interpret the collected information. Based on the methodological approach employed, it was found that Mentor Teachers act as co-trainers of teachers, insofar as they are familiar with basic education, their workplace, and provide this knowledge to the Residents. Through contact with teachers from basic schools, undergraduate teaching students acquire knowledge inherent to that educational context.