Navegando por Assunto "Ensino de ciências"

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A literatura de cordel como ferramenta didática no ensino de ciências e biologia: uma revisão bibliográfica
(2025-03-18) Soares, Luan José Sobral; Burgos, Fábia Regina Nascimento Fernando; Diniz Júnior, Edgar Ferreira; http://lattes.cnpq.br/7780006703783231; http://lattes.cnpq.br/3776642205741967; http://lattes.cnpq.br/7417060571971210
Este trabalho de conclusão de curso aborda a utilização da literatura de cordel como ferramenta didática no ensino de ciências e biologia, visando identificar suas contribuições para a aprendizagem dos alunos. A pesquisa, realizada por meio de uma revisão bibliográfica, analisa a relevância do cordel no contexto educacional brasileiro, especialmente em relação à cultura popular nordestina. A literatura de cordel é discutida como um recurso inovador que pode dinamizar as aulas, promovendo maior engajamento e participação ativa dos estudantes. A metodologia envolveu a pesquisa e análise de trabalhos acadêmicos sobre o uso do cordel no ensino, além da implementação de oficinas que integraram a produção literária com conteúdo científico, facilitando a compreensão e apropriação da linguagem científica pelos alunos. Os resultados indicam que o cordel se apresenta como uma estratégia pedagógica eficaz, enriquecendo o processo de ensino-aprendizagem e contribuindo para uma educação mais contextualizada e significativa.
Abordagem cordial de conceitos químicos: razão e emoção para construção de um ensino de Química mais humanizado
(2022-06-01) Santana, Islley Kauana Marques de; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196
In the 21st century, Teaching and Learning methodologies used in Science classes are still predominantly traditional, with students being placed as passive subjects and not reflective about the process. With the intention of overcoming these characteristics of uncritical teaching, content and disseminator of prejudices, we defend a school model that seeks to value Education in Human Rights. However, for that, it is necessary to have the formation, initial and continuous, of teachers of Science who are concerned with the formation of people beyond the scientific contents, seeking to stimulate critical reflection and the discomfort with social injustices. One of the possibilities we see for this is the elaboration of Didactic Strategies based on Cordial Content, that is, science content pedagogized from Human Rights Education that seek to merge reason and emotion. In view of the above, the present text seeks to work with the relationship between Chemistry Teaching and Human Rights Education, within the scope of initial and continuing education, considering the elaboration of didactic strategies based on cordial contents. For this, we set the objective of analyzing the understanding of Chemistry teachers, in initial and continuing education, about the work with the relationship between the teaching of scientific content and Education in Human Rights. Initially, we developed and applied a training mini-course for students of the Programa de Residência Pedagógica of the Degree in Chemistry and, at another time, for students of the Programa de Pós-Graduação em Ensino das Ciências (PPGEC), both from the Universidade Federal Rural de Pernambuco, approaching the cordial contents and ways of working with them in the classroom, with emphasis on didactic sequences, STS-art didactic sequences and pedagogical workshops. The participants produced proposals at the end of each action, which were analyzed using an instrument containing the following criteria: 1) Structure and Organization; 2) Theme, Context and Content; 3) Methodology. For each criterion, we classified the proposals as Sufficient, Little Sufficient and More than Sufficient. It was possible to observe, during the process of analyzing the proposals, that the students had a good involvement with the cordial contents. However, we understand that we still have a long way to go when it comes to training teachers and teachers who approach Human Rights Education and Science Teaching.
Ações educativas sobre microscopia com estudantes do Ensino Fundamental: um relato de experiência
(2021-12-09) Lima, Andreza Cristina de; Oliveira, Iêda Ferreira de; Carvalho, Reginaldo de; http://lattes.cnpq.br/5208573547132664; http://lattes.cnpq.br/5288071226008713; http://lattes.cnpq.br/1609284714512383
Who has never been enchanted by seeing a microscope and imagining the universe unveiled by it? The creation of this instrument enabled the elaboration of theories that are still fundamental for Biology today. However, due to several limitations, the experience of most students in Basic Education with this instrument is unsatisfactory. Consequently, interest in scientific activities is negatively affected, requiring actions that encourage them. Aiming to popularize Science and strengthen knowledge about microscopy, outreach activities were carried out with elementary school students from a state public school located in Camaragibe (Pernambuco). The educational intervention consisted of: a) retrieval of prior knowledge; b) interactive lecture using optical and digital microscope models; c) workshop on optical microscope manipulation and making of a handcrafted microscope model; d) discussion and socialization of knowledge. In general, the pedagogical strategies using microscopy made the learned content more interesting and meaningful, awakening the playful, creative, curious, reflective and investigative side of the public. They not only contributed to the expansion of knowledge about microscopy and helped to adjust alternative conceptions, but they also allowed the development of additional scientific skills, so necessary for the mobilization of educational competences. Furthermore, microscopy proved to be a potential resource for students in the multiplication of knowledge in their community.
Análise da percepção de professores do Ensino fundamental à utilização da música como recurso pedagógico no ensino de Ciências
(2019-12-13) Araújo, Misrain Rayane Nunes de; Burgos, Fábia Regina Nascimento Fernando; http://lattes.cnpq.br/3776642205741967; http://lattes.cnpq.br/4720922959621981
About Science teaching, many are the encountered difficulties in the teaching learning process. For this reason, the search and implementation of new pedagogical techniques that ain to make this process easier. The music is a simple, dynamic and contextualized teaching resource wich a high potential to assist the learning process. This study aims to analyze the use of the music as a pedagogical resource in Science teaching based on school teachers’ perceptions. This survey was made with fifteen teachers using a questionnaire consisting of discursive and objective questions. This work does not intend to exclude or diminish traditional education effectveness, neither to propose the use of a unique pedagogical resource, but to show the music as am additional pedagogical resource to reach the main goal: the learning. As the society is in a constant development, a greta versatility by the teachers is required to improve t he sucess rate of their goals.
Aulas de campo no Ensino Básico de Pernambuco: propostas de guias práticos para exploração de alguns ecossistemas litorâneo-costeiros
(2021-12-06) Lima, Willian Lopes; Melo Júnior, Mauro de; http://lattes.cnpq.br/6735233221650148; http://lattes.cnpq.br/1436297679155454
Field classes are important didactic-pedagogical tools that manage to unite theory and practice through meaningful learning. This importance grows even more when this type of activity is used to teach ecology and the environment, since through it, critical citizens can be formed and sensitized to environmental issues, which is extremely necessary today, see the advanced state degradation of our ecosystems. Therefore, it is necessary to analyze how the spheres of Federal and State governments are stimulating the teaching of ecology and the environment, and the use of field activities in schools. Therefore, an evaluation was carried out in the main documents that guide education in the state of Pernambuco, the Common National Curriculum Base and the Pernambuco Curriculum for Education, to quantify the occurrence of terms common to the areas of ecology and environment, as well as to understand how these documents regulate field classes. Furthermore, a preliminary data survey was carried out on the occurrence of field classes in teaching activities or in the education of students in the State, who completed their studies in the last 10 years, and the possible factors that hinder their implementation. From the evaluation carried out, it was possible to verify that the guiding documents of Education in the State have few terms related to the areas of ecology and the environment in their text, and although one of them refers to field classes, a concrete standardization was not observed. For its correct employment in schools. At the same time, it was evident that field classes are still not carried out satisfactorily, since through the survey, few cases of field classes were observed among the interviewees and several factors were raised that hinder their occurrence, among them, problems related to transportation, payment of fees and lack of incentives from the educational institutions themselves. The set of all data obtained in the documental research and in the preliminary survey with the school community culminated in the construction of three field guides for different ecosystems found in the State, aiming at encouraging field classes to teach ecology and the environment. Such field guides, in the form of lesson plans, provide elements necessary for teaching activities, with tips and suggestions for a better exploration of three important coastal-coastal ecosystems, which occur not only in Pernambuco, but also in other brazilian states.
Cientistas negras e negros e suas contribuições: a valorização da ciência na escola para além do eurocentrismo
(2021-12-07) Monjòlo, Márcio; Simões Neto, José Euzébio; Alves, Cláudia Thamires da Silva; http://lattes.cnpq.br/1831217277642775; http://lattes.cnpq.br/0233240998196750; http://lattes.cnpq.br/0233240998196750
We live in societies that have racism as a structuring element, which determines the way in which people are arranged in power relations, leading black men, black women, indigenous peoples and their descendants to hierarchically inferior positions. These non-horizontal relationships enter the educational environments and cause white people to be protagonists of historical achievements, scientific discoveries and intellectuality model to be followed. Therefore, the objective of this work was to build didactic strategies in Science Teaching (especially chemistry) to reduce, minimize the invisibility of black bodies in education, as well as contribute to the development of a positive self-esteem in black men and black women and black students, from the effectiveness and application, in practice, of Law 10.639/03 and representativeness focused on the protagonism of black men and black women scientists, presenting their images, origin, academic background and research developed. The discovery and familiarization of these men students and women students with these and these black men and black women scientists is of fundamental importance for us to reduce or extinguish the invisibility of black protagonism and pseudoneutrality of the Sciences and to encourage this public to research academic spaces, having as references these and these scientists and other black personalities, from a decolonial perspective. The methodology presented in this work is qualitative in nature and consists in the application of a didactic-pedagogical intervention where two booklets were made in which the students chose 12 black men and black women scientists, according to the relevance for their community and for the most needy people, for each booklet, among the 34 presented with their respective biographies. We worked with Guide questions and open questionnaires for the development of activities and data collection. The results indicated that the students had little previous knowledge about the proposed theme and were unaware, until then, the work and research of these black scientists, as well as, remained immersed in teaching based on the Eurocentric model that infantilizes and dehumanizes black people, besides offering a certain resistance in realizing that science is not done only by the Eurocentered pattern, where the male, white and European figure leads all actions. The reflections made possible by the application of didactic-pedagogical intervention suggest the continuity of its application in other classes of the research field school, as well as in other public schools, aiming at expanding the scope of this methodology and improving the proposal.
Criando equipes de robótica
(Universidade Federal Rural de Pernambuco(UAG); Unidade Acadêmica de Garanhuns., 2011) Araujo, Alberto Einstein Pereira de
A robótica vem se consolidando cada vez mais como uma grande área que envolve muitos temas de pesquisa. Recentes avanços da microeletrônica associados à computação e a diversas outras áreas como a neurociência vêm deixando claro que estamos na porta de uma nova revolução tecnológica associada a automação de processos cotidianos. Neste contexto, observa-se já há algum tempo que muitas escolas vêm se utilizando de metodologias que envolvem robótica em suas aulas. O uso de kits robóticos têm se demonstrado ferramentas muito úteis no ensino e motivação para a ciência em estudantes do ensino médio e fundamental. Nesse projeto pretendemos estimular e acompanhar a criação de equipes de robótica em escolas da rede pública do município de Garanhuns. Esse trabalho fica em sintonia com recente programa do governo do estado de Pernambuco de inserir kits robóticos nas escolas. Pretende-se assim contribuir com esse programa maior, envolvendo a universidade como apoio para o seu sucesso. Durante o projeto o estudante bolsista irá orientar de perto equipes de robótica em três escolas da rede pública local. Cada equipe deverá ser montada dentro das normas da maior competição de robótica do país a First Lego League (FLL).
Energia, substância e vida: como os jogadores de videogame (gamers) entendem esses conceitos?
(2022-05-30) Barbosa, Leandro José; Simões Neto, José Euzébio; Silva, Flávia Cristiane Vieira da; http://lattes.cnpq.br/7354496286889274; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/3815549830656148
Conceptual Profiles were thought of by Mortimer as a way to model the heterogeneity of thinking in Science classrooms and, over the decades, came to rely on a theoretical and methodological framework that allows thinking of the proposal as a theory of learning, the Theory of the Conceptual Profiles. The proposition of conceptual profiles, theoretical and methodological reflections and applications in the classroom configure the most usual paths of investigations in this research program, however, more recently, some works focus attention on ways of thinking and ways of speaking related to communities of practice, groups that share the same interests. Thus, we situate the present work in this perspective, presenting the general objective, to analyze the emergence of the zones of the conceptual profiles of Energy, Substance and Life in images and in videos of classic video games, which were presented to three gamers, with different relationships with the Natural Sciences, which work in different institutions, but which are part of the same community of practice. Based on a semi-structured interview with the participants, we sought to analyze the emergence of ways of thinking about such concepts, based on their ways of speaking, when placed in specific situations of the games, based on the situations presented, images and short excerpts from games, displayed on video. In the analyses, we seek to associate the ways of speaking with the ways of thinking that are characteristic of the zones of each of the conceptual profiles considered. We perceive the emergence of several areas of the highlighted conceptual profiles, associated with each of the presented contexts, in game situations, taking into account the pragmatic value of each way of thinking. Still, we consider the proposal as a possibility to broaden the understanding of fundamental concepts in Science, in situations outside the classroom, expanding the directions for the research program in conceptual profiles.
Explorando o sistema nervoso: uma proposta de jogo didático para o Ensino Fundamental
(2022-09-30) Silva, Lílian Sena dos Santos; Castro, Cristiane Maria Varela de Araújo de; http://lattes.cnpq.br/8181142206633795; http://lattes.cnpq.br/4835422997176142
Formação de professoras e professores e conteúdos cordiais: a educação em Direitos Humanos é uma necessidade formativa na Licenciatura em Química?
(2023-09-18) Santos, Ismael Lucas dos; Simões Neto, José Euzébio; http://lattes.cnpq.br/3560726840212196; http://lattes.cnpq.br/7423784204105582
Este trabajo se desarrolló como parte de un proyecto más amplio, denominado “Movimientos formativos para la enseñanza de la Química”, que tiene como objetivo reflexionar sobre el papel que juegan las carreras de Licenciatura en Química en la formación de profesores en relación con temas y tendencias actuales Del conocimiento de la Enseñanza de la Química. Así, con el enfoque desarrollado em este trabajo, buscamos agregar a los resultados del proyecto en pantalla una mirada a una de las dos carreras de Licenciatura en Química de la UFRPE, ubicada en la ciudad de Recife, para comprender cómo los documentos institucionales básicos, la representación docente y la representación de egresados entienden la relación entre la Enseñanza de la Química y la Educación en Derechos Humanos como uma necesidad de formación docente, con enfoque en el enfoque de Contenidos Cordiales. Para ello, nos anclamos en un sesgo de investigación cualitativa, con uma metodología dividida en dos grandes momentos, a saber: investigación documental y entrevistas narrativas. En la primera parte, a partir del análisis de contenido de Bardin, realizamos un estudio comparativo entre los dos principales documentos oficiales vigentes en la Licenciatura en Química, el PPC iniciado en 2010, en fase de finalización, y el más reciente, 2020, con el propósito de reconocer cómo la Educación en Derechos Humanos encuentra institucionalmente un lugar en la estructura formativa, considerando el diálogo con la Enseñanza de la Química. Luego, en la segunda parte, desarrollamos dos instrumentos de entrevista narrativa, uno centrado en docentes y el otro en estudiantes graduados. Luego invitamos a tres representantes de cada clase, quienes respondieron al instrumento, con el objetivo de comprender cómo las personas que crearon el curso perciben y organizan sus experiencias y si la Educación en Derechos Humanos fue abordada como una necesidad de manera efectiva dentro del curso.
Impacto ambiental: uma proposta metodológica para o ensino de ciências numa perspectiva argumentativa com o uso de resolução de problema e do jogo didático Salve o rio
(2022-06-03) Amorim, Caroline Vitória Alves; Silva, Suely Alves da; http://lattes.cnpq.br/3497194749381919; http://lattes.cnpq.br/0816099485845957
The present work is based on presenting the contributions of the didactic game “Salve o Rio” as a strategy in the science teaching-learning process in elementary school, since several studies elucidate the difficulties the students show in having the discipline contents appropriated, demonstrating the need to develop alternative teaching methodologies. The purpose of this work was to evaluate the use of the game “Salve o Rio” as a methodological strategy, in order to stimulate the interest and motivate students on the topic of environmental education. The study was developed and applied with 9th grade students from a municipal school in the city of Recife-PE, whose classes had previously addressed the content of Environmental Education, adding up to 24 students. The interaction between the students, the teacher/student relationship and the way the teams argued at the time of application of the game were observed. It was seen that the cooperative character among the participants and the mood of enthusiasm and involvement in the execution of the game increased. As for the educational process, the didactic game “Salve o Rio” was characterized as an auxiliary tool for science teaching.
Implicações da Teoria da Aprendizagem Significativa (TAS) aplicada no ensino das ciências: uma revisão sistemática à luz da análise estatística implicativa (ASI)
(2022-10-03) Oliveira, Gabriela Pinheiro Gomes de; Couto, Janaína de Albuquerque; Cordeiro, Priscila Aparecida dos Santos; http://lattes.cnpq.br/1352379618124390; http://lattes.cnpq.br/7709040837130788; http://lattes.cnpq.br/9889975714666120
The Meaningful Learning Theory (SAT) comprises the process by which new knowledge is related in a non-arbitrary and non-literal way to the cognitive structure of the being who learns, so that the student's previous knowledge interacts, in a significant way and gaining new meaning. , with the new knowledge that is presented to them, causing changes in their cognitive structure, in order to overcome mechanical, literal, and arbitrary learning. Given this context, this work aimed to build a Systematic Review study to characterize and identify the main trends of TAS applied in Science teaching in order to understand the profile of scientific production related to the mentioned topic, in a time frame from 2011 to 2011. 2021. The study consisted of analyzing the articles from the electronic databases and was carried out in four stages: electronic search in the databases (step 1), selection and identification of eligible articles (step 2), extraction of data from the studies included in the review (step 3) and Statistical Implicative Analysis - A.S.I. (step 4). Fifty-seven articles were selected that met the inclusion criteria, each of which studied the application of the Theory of Meaningful Learning in the classroom. The results showed that TAS contributed to a more dynamic learning process, valuing the students' previous knowledge and encouraging students' motivation, interest and curiosity in science teaching, providing a significant conceptual evolution of the same. The data of the articles passed through the statistical treatment of the CHIC software that also operates the A.S.I. for the production of Implicative Graphs and other treatments. The use of Implicative Statistical Analysis in the analysis process of the studies included in the Review expanded the vision of a qualitative approach to a quantitative treatment, appropriating statistical-probabilistic elements, contributed significantly to a systemic and articulated view of the data. In this way, the potential of the A.S.I. demonstrated in this work induce a capacity for expansion and complementation of the qualitative approach, awakening possibilities and needs for its application in new investigations and studies in teaching and learning processes.
O lúdico como recurso para as aulas de ciências na educação infantil
(2023-08-03) Cavalcanti, Assíria Arôcha; Lima, Irenilda de Souza; http://lattes.cnpq.br/2794423545895911; http://lattes.cnpq.br/7591563791974333
This monograph addresses the importance of playfulness in teaching science in early childhood education. The main objective was to analyze the role of playfulness and the use of playful resources as didactic strategies for teaching science in the early years of basic education in two schools in Recife - PE, one private and one public. The field research involved interviews and questionnaires with two teachers, as well as analysis of their lesson plans and observation of six lessons. Data analysis was inspired by Bardin's (1977) content analysis methodology, which allowed us to see that both teachers understand and value playfulness as a way of engaging students, promoting interaction and facilitating understanding of scientific content. The research highlighted the importance of approaches using playful methodologies, resources and materials to stimulate learning. Despite the differences between the schools, the teachers demonstrated their ability to adapt and create play materials, even in the face of challenges such as the lack of adequate resources signaled in public schools. Thus, this study achieved its objectives, highlighting the essential importance of playfulness in teaching science in early childhood education.
Memória fisiológica: uma proposta de jogo didático como instrumento para o ensino da Fisiologia
(2022-09-30) Silva, Beatriz Eduarda Paz de Lima da; Castro, Cristiane Maria Varela de Araújo de; http://lattes.cnpq.br/8181142206633795; http://lattes.cnpq.br/2977316142767822
Metodologias ativas e práticas interdisciplinares no ensino médio: um estudo de caso em uma escola particular em Recife
(2024-10-04) Silva, Cesar Welyce da; Cavalcanti, Jacqueline Santos Silva; http://lattes.cnpq.br/9841407418433772; http://lattes.cnpq.br/6921572996321415
This paper investigated the effectiveness of active methodologies in science laboratory practices as a method of preparation for exams such as ENEM and SSA, for students that are in the first and second year of High School, with the aim of promoting a more significant and integrated learning with the sciences of nature. ProlabPreMed, created in 2018 at a private school in the city of Recife, PE, prepares high school students for college entrance exams with a focus on admission to highly competitive courses such as medicine and engineering. The practices carried out in the science laboratory involve a series of experiments that are covered in entrance exams, providing students with a deeper understanding of theoretical concepts. The use of active methodologies encourages active student participation, making the school environment dynamic and collaborative. Moreover, these approaches foster the acquisition of essential skills, such as critical thinking, problem-solving, and independence, which are crucial both for the exams and for academic and professional development.
Modelos, modelagens e analogias: uma revisão da literatura em cinco periódicos no período de 2007 a 2020
(2021-12-09) Porto, Shyrlana Souza; Lima, Analice de Almeida; http://lattes.cnpq.br/2273105974559580; http://lattes.cnpq.br/0949749320823271
Models, models and analogies: a literature review in five journals from 2007 to 2020 aims to provide a bibliographic survey in important Brazilian journals in this time frame. They are: Science and Education (Bauru), Experiences in Science Teaching, Investigations in Science Teaching, Brazilian Journal of Education and Magazine Debates in Chemistry Teaching, all classified as Qualis CAPES A or B, in order to analyze trends , in the literature, related to models, models and analogies in Science teaching. To achieve the objectives, the research field of each journal was searched and articles that addressed the themes of the work presented here were selected. The reading of the texts and screening of the subjects that were in the perspective of this research were carried out, and in the end there were 70 articles that were in line with this proposal. Regarding the first objective, categories were established in order to carry out the analysis and discussion. For the second objective, the articles were read and grouped according to the similarity of the topics covered. From the results obtained, it was possible to assess that in these 13 years analyzed there is a considerable number of articles in the chosen magazines, which shows that research in the line of models, models and analogies is being developed, with a small peak in 2011 and intensifying more from the year 2016. When compiling the analyzed articles, it was observed that they presented trends for the theme models, with 65.3%, followed by the theme analogies with 20% and modeling, with 14.7% of the works evaluated. A great emphasis was observed in the field research approach, carried out in schools and universities, for example, in research from the student's perspective and in relation to the chemistry contents covered, Atomic Models, Molecular Geometry, Chemical Kinetics, Isomerism and Solubility. Modeling-related research needs to reach the classroom, as well as studies aimed at other didactic teaching strategies as well. There are many works by researchers who were willing, studied, applied and published, but somehow this knowledge faces obstacles to reaching the students' reality.
Produção e utilização de objetos de aprendizagem por professores de Ciência da rede pública de Garanhuns
(Universidade Federal Rural de Pernambuco(UAG); Administração., 2011) Andrade, Mariel José Pimentel de
A proposta deste projeto de extensão é organizar oficinas destinadas à professores do ensino fundamental que lecionam a disciplina de ciências. Em tais oficinas será discutido como utilizar e produzir Objetos de Aprendizagem (OA) voltados para o ensino das ciências. O conteúdo trabalhado nas oficinas versará sobre as teorias da aprendizagem que foram utilizados na construção dos OA, bem como metodologias de uso e elaboração de tais recursos. Dessa forma temos por objetivo fornecer os subsídios necessários aos professores de Ciências para utilização de conteúdos digitais em sala de aula com ênfase em OA, proporcionando uma melhor aplicação dessas novas tecnologias. Após o término das oficinas serão realizadas avaliações no sentido de identificar um aumento do uso de recursos digitais em sala de aula e investigar qual a aceitabilidade, por parte dos professores, dessa nova ferramenta cognitiva. Esperamos que através dessas oficinas os professores passem a utilizar de forma mais efetiva os recursos digitais de forma a tornar as aulas mais lúdicas e ao mesmo tempo mais instrutivas.
A residência pedagógica na formação de professores de Biologia: relato de experiência
(2021-03-03) Silva, Mirelle Pereira da; Silva, Flávia Carolina Lins da; Silva, Marliete Maria Soares da; http://lattes.cnpq.br/6064066939275575; http://lattes.cnpq.br/7547725170997480; http://lattes.cnpq.br/1088480075725469
The Pedagogical Residency Program (PRP) was created to improve the teaching practices of graduates and consequently improve the construction process in teaching. Residents through the program had contact with basic education while undergraduate, from the second half of the course, providing teaching experiences through school life and collaborating with their professional development. The present work aimed to describe the experiences of a student of the Degree Course in Biological Sciences at the Federal Rural University of Pernambuco (UFRPE), during the participation’s period in the Pedagogical Residence Program, working at the Antônio Correia de Araújo School, in the city from Camaragibe (PE). In this way, the experience report covered the experiences of a resident, from the introduction to the program until the period of immersion in school, describing the activities carried out and their perceptions from the first contact in basic education, in addition to portraying the importance of PRP for teacher training. The program collaborated to strengthen some aspects of teaching, as well as the association of practice and theory, development of a dynamic learning format, provided knowledge about the pedagogical processes and a deeper experience, in addition to the mandatory internships. In view of the situations experienced by the resident, the program added significantly to her training, as it made it possible to know and experience the daily life of the wanted profession before the beginning of her career.