Pedagogical Residence Program and Supervised Internship: main differences in the professional insertion of future teachers.

Abstract

The Pedagogical Residency Program (PRP) has established itself as a professional insertion device. However, as Supervised Internships (ES) already play this role in teacher training courses, a field of disputes has emerged, impacting education. This study aimed to: identify, analyze, and understand the proposals of the PRP in dialogue with ES, considering the National Curricular Base for Teacher Education (BNC-Formacao). It is a qualitative study, using documentary and bibliographic analysis as research techniques. Legislation and studies on teacher training indicate that both proposals contribute to the teaching field, with their own characteristics, sometimes complementary but not competitive. Thus, it is proposed that the PRP be implemented as Medical Residency at the postgraduate level, and ES in their singularity, maintaining initial training in a democratic, accessible manner as part of the teacher's formative journey. In this proposal, financial and training resources allocated to the PRP would be reallocated as a professional development initiative.