Analysis of teaching learning mobilized by residents in the Pedagogical Residency Program in Mathematics

The objective of the research reported in this paper was to analyze the learning revealed by graduates of the Pedagogical Residency Program (PRP) in Minas Gerais, Brazil, as they reflected on their participation in Mathematics subprojects. To this end, the assumptions of Social Learning Theory were used. This is a qualitative study with 102 residents who responded to a semi-structured questionnaire. The data was organized into four categories, involving learning as belonging, as doing, as experience, and as transformation. The results indicate a sense of belonging, the development of projects and activities related to teaching practice, and the creation of education spaces. It is concluded that the PRP has established itself as a place for teacher education by promoting integration into the school context, dialogue, and the collective construction of knowledge.