Spanish teacher education in the context of Pedagocial residence program

Abstract

The objective of this work is to present some difficulties encountered during the development of the activities of the Spanish subproject of the Pedagogical Residence Program, linked to the State University of Feira de Santana. We used a qualitative methodology, whose data collection occurred from the criticisms issued by three residents in their final report of the first module, in 2021. The reports and our experience show the difficulty of enabling two schools field, the need of reconfiguring the structure of the offer of Spanish courses in schools, and the uncertainty regarding the adhesion of students to learning this language. We understand that these issues can be interpreted in the light of two situations: first, the State's lack of interest in the provision of the Spanish language in the public schools; and second, the Capes Public Notice does not contemplate some specificities of our subproject, placing it on the same level as other priority areas.