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Seeking to better train future teachers and encourage pedagogical experiences in basic education, the Supervised Internship and the Pedagogical Residency Program aim to bring approaching and articulating contexts and practices of basic education with that of higher education. In this work, we analyze the approaches, distances, contributions and limitations present in the conceptions about the orientations that occur with teachers who work in parallel in the Supervised Internship and PRP in Serra Talhada-PE. We collected the data through a semi-structured interview, while their analysis was done with the Hermeneutic-Dialectic Analysis. As a result, we found that the orientation process positively impacts the training of future teachers and the co-training of supervising teachers in both ESO and PRP; collective training spaces are produced mainly in the PRP; ESO and PRP provide privileged formative learning spaces since they insert teachers in practical contexts even at the University.

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Aproximações e distanciamentos entre as orientações no estágio supervisionado (ESO) e no programa de residência pedagógica (PRP) na formação dos professores de química