AS EXPERIÊNCIAS NAS FASES DE AMBIENTACAO E IMERSÃO DO

This article aims to report the experiences of undergraduate students in Pedagogy, residents of the Pedagogical Residency Program PRP, CAPES-Coordination for the Improvement of Higher Education Personnel, linked to the Ministry of Education of Brazil, in the period delimited by the program. The purpose of the PRP is to insert students in undergraduate degrees in elementary schools to improve teaching practices. In Salgueiro PE, the program included the courses of Pedagogy and Biological Sciences of FACHUSC Faculty of Human Sciences of Central Sertão. Some basic education institutions were chosen as field schools to receive program residents. Dom Malan Municipal School received several undergraduates from the two courses mentioned, opening its doors for them to know the facilities, the operation, the governability and the interactions through the first phase of the PRP, called Environment. The PRP gains importance for the development of Brazilian education, as it stimulates the development of research in schools. The second phase, Immersion, was experienced in the same institution, this time in the classroom. Under the supervision of the classroom teacher, residents participated in all classroom and extra classroom activities. They were able to unite theory and practice, developing their skills, methodology, project construction and their culminations, examining the importance of reflective ability for teaching in the teaching and learning process. It was observed with great interest the activities that contemplated playfulness, because it is known that it is a fundamental mechanism in the learning process and as a teaching strategy because it is one of the pedagogical tools that most involves children and that generate positive results in a short time, Besides playing is important for the child, it is possible to work on many aspects for its development. This article has a qualitative approach, with bibliographic research based on names such as: BROUGÈRE (2001), IMBERNÓN (2010), FRIEDMANN (1992), VIGOTSKI (2002), TARDIF (2002) and VEIGA (2002).