The theme of this study aims to investigate the perception of preceptors about the Pedagogical
Residency Program (PRP), identifying the effects of this practice on teacher training. The study
has a qualitative and descriptive approach, using as an instrument a semi-structured interview,
a sheet of notes, a cell phone audio recorder and an audio transcription application Transkriptor.
Participants in this research were three teachers from public schools in the state education
network, who act as preceptors of the Physical Education subproject of the Pedagogical
Residency Program. Data analysis was based on Bardin's Content Analysis (1977). The study
demonstrates that the preceptor highlights the importance of the PRP in the performance and
construction of the resident's teaching identity. Through the interviews, it was possible to
analyze that the main contributions of the preceptors to the residents were the construction of
self-confidence, the ability to deal with the public and autonomy, experiencing what it is like
to be a teacher. The preceptors is the main link in the program that encourages the resident to
put into practice the knowledge acquired at the University, providing them with experiences
that go beyond school boundaries.
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