A importância da utilização de práticas alternativas associadas a contextualização no ensino-aprendizagem de Biologia: um relato de experiência do programa residência pedagógica

Abstract

The Pedagogical Residency Program (PRP) is essential in teacher training, as it allows the undergraduate student to have contact with the school environment for 18 months. This longer period allows the graduate to acquire countless experiences, such as improving skills, which are often worked on only theoretically, as well as the most appropriate methodological choices depending on the context of the students and the school, time and space management, posture, mastery of content and didactics when teaching classes. The PRP constitutes an enriching environment for gaining knowledge and sharing knowledge, in which everyone involved benefits, be it preceptors, undergraduates or students. In view of this, this work is characterized as an experience report of the Pedagogical Residency Program in the Biology nucleus, developed at the Governador Plínio Ramos Coelho State School. The program included the first and second series of the afternoon shift, as well as the second and third series of the night shift. From the experiences provided by the program, it was possible to note the importance of using alternative practices associated with contextualization in students' teaching-learning, being considered essential means for significant results in the educational environment, constituting fundamental elements in teaching practice. Therefore, the main objective of this work is to describe the activities developed in the three PRP modules, highlighting the positive and negative points of the main activities carried out, in addition to portraying the challenges encountered.