Between university and school

the role of teaching residency in the training of mathematics teachers based on a systematic review of the literature

Abstract

This article aims to present a systematic review of the literature on the Pedagogical Residency Program (PRP), highlighting its contributions to initial teacher training, with an emphasis on the training of mathematics teachers. The research was guided by the following question: How has the PRP contributed to initial teacher training in general and, specifically, to the training of mathematics teachers? The theoretical framework is based on authors who discuss teacher training and the articulation between theory and practice, such as Duarte, Nóvoa, Mizukami, among others. The methodology was based on the selection, reading, and analysis of academic publications found in the CAPES Thesis and Dissertation Catalog and on the SciELO portal, considering the time frame from 2018 to 2023. The studies analyzed reveal that the PRP plays an important role in bringing universities and schools closer together, promoting practical experience from the initial training stage and contributing to the development of pedagogical skills. In addition, the program encourages critical reflection on teaching practice and the use of innovative methodologies, even though challenges remain, such as the gap between academic training and the demands of basic education. It is concluded that the PRP represents an important strategy for strengthening teacher training.