PROPOSIÇÕES ESSENCIAIS PARA A RESIDÊNCIA PEDAGÓGICA EM VISTA DA FORMAÇÃO DOCENTE EM GEOGRAFIA

The Pedagogical Residency Program (PRP) as a policy for the initial and continuing training of teachers seeks to bring the theoretical and practical dimension of teaching closer together, so that the university and the school dialogue incisively in favor of the articulation and construction of quality education that understand the life context of all the subjects that occupy the school benches and, above all, in such a way that the students can already know their place of professional performance as well as understand the discomforts, anxieties and uncertainties of teaching. That said, this work aims to elucidate some issues that I think are essential for the PRP in view of teacher education in geography and that can be placed as goals in the program's action plan. By using qualitative research as a methodological procedure, this work makes it possible to create new training dialogues, disseminate knowledge and theoretical-methodological proposals for teaching geography. As provisional conclusions, it is understood that teaching in geography needs to be articulated with research, teaching and extension.