TRAINING POSSIBILITIES OF THE PEDAGOGICAL RESIDENCY PROGRAM FROM THE PERSPECTIVE OF MATHEMATICS UNDERGRADUATES

In this study, we aim to investigate the formative possibilities of the Pedagogical Residency Program (PRP) from the perspective of Mathematics licentiate students at a public university in the period from 2022 to 2024. In order to meet this objective, we conducted a qualitative research to describe and interpret the information that was constituted through an online questionnaire – on the Google Forms platform –, which was answered by 15 undergraduate students in Mathematics from the State University of Mato Grosso – UNEMAT, participants in the PRP in the period from 2022 to 2024. From the answers obtained with the questionnaire, we carried out a systematization of the data through Content Analysis, which provided us with the constitution of eight Registration Units that configured the Analysis Category, called: Necessary Knowledge for Teaching developed in the PRP, through which we perform our interpretation through a dialogical movement, aiming to provide us with the understanding of the object investigated. The results indicate that the PRP provided the undergraduate students in Mathematics with several knowledge necessary for teaching, such as: knowledge of the content, knowledge of the educational contexts, knowledge of the students and their learning, pedagogical knowledge, pedagogical knowledge of the content (methodological approaches of teaching among them the use of technological resources) and the insertion in the universe of scientific research. In addition, it contributed to improving the processes of initial teacher training and to induce Mathematics graduates to enter the teaching career.