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Teacher Training Policy: state of the art on the Pedagogical Residency Program from 2018 to 2020

The present study performs a diagnosis of the scientific productions in Brazil about the Pedagogical Residency Program (PRP), from 2018 to 2020, in the repositories CAPES Periodicals and BDTD. Three dissertations and 41 articles were found. The results showed that the contributions of the program in initial training, the experiences of pedagogical practice and the studies relating the supervised internship and the PRP were the most recurrent themes in the analyzed publications. It is possible to conclude that the program has contributed to initial and continuing teacher education from a critical and reflective perspective of pedagogical practice, highlighting the importance of the collaborative process in the dialogue between university and school, and the articulation between theory and practice. On the other hand, it also presents the concern with the implementation of the program in terms of curriculum guidelines aligned to the BNCC, the overvaluation of practice and the permanence of effective public policies for training.