TRAINING PRACTICE IN BIOLOGY TEACHING

KNOWLEDGE DIALOGUE OF RESIDENTS IN PRP/UERR

Abstract

This article addresses the experiences of two residents of the Pedagogical Residency Program (PRP) at the State University of Roraima (UERR), carried out at the Colégio Estadual Militarizado Professora Maria dos Prazeres Mota (CEM VII), in Boa Vista/RR. The research analyzed the practices developed by residents over a period of one and a half years, involving active and interactive methodologies, practical activities, scientific monitoring, the use of Information and Communication Technologies (ICTs) and the application of a Didactic Sequence in teaching Biology for high school classes. The residents, called A and B, adopted different approaches, focusing on different methodologies and pedagogical contexts. The results demonstrate significant advances in students' understanding of the content covered, as well as in improving the residents' teaching skills. The activities carried out contributed to the development of skills such as autonomy, critical thinking and protagonism among students. Furthermore, the PRP proved to be a space for reflective learning and pedagogical experimentation, combining theory and practice. Finally, the partnership between university and school stood out as an essential element in the training of teachers who are more prepared and sensitive to the demands of contemporary education.