CONTINUITIES AND DISCONTINUITIES IN THE CONTEXT OF TEACHER TRAINING POLICIES: ANALYSIS OF THE PEDAGOGICAL RESIDENCY PROGRAM AND ITS CONTRIBUTIONS TO STUDENT RETENTION IN THE MATHEMATICS COURSE AT UNEMAT
Teacher training; Pedagogical residency; University retention; UNEMAT.
The Pedagogical Residency Program (PRP), established by CAPES through Ordinance No. 38/2018, represented a public policy aimed at improving initial teacher training by articulating theory and practice in the training of undergraduate students. Considering its relevance for the consolidation of professional identity and for the retention of students at the university, this research, developed within the scope of the State University of Mato Grosso (UNEMAT), aimed to understand the contributions of the PRP to the retention of undergraduate students in the Mathematics degree course, analyzing its implementation, completion, and continuity through its integration into the PIBID Program. This study is linked to the Research Group on Access and Retention in Higher Education (GPAPES). The methodology is based on a qualitative approach, of a descriptive and exploratory nature, through bibliographic and documentary research, and the application of a questionnaire with questions sent by email, using remote resources (Google Forms), to 8 students from the Mathematics course who participated in the Unemat Pedagogical Residency Program in the period of 2022 and 2023, as well as to the PRP coordinator and the preceptor, a basic education teacher. Data analysis was performed using the content analysis procedures proposed by Bardin (2011), allowing the categorization of responses into thematic axes that highlight motivations, formative experiences, challenges, and impacts of the program. The results are still under construction and will be presented in the dissertation.