Contribuições do Programa Residência Pedagógica à formação inicial de futuros professores de línguas: aspectos da parceria colaborativa

This article seeks to analyze the contributions of Programa Residencia Pedagogica to the initial training of future language teachers of a public institution in Sao Paulo/Brazil. In addition, it aims to problematize aspects of the collaborative partnership between universities and schools that have fostered discussions on the curricular reformulation of the referred course. To reach this goal, the paper discusses the conceptions and principles that support the initial training of future language teachers in this institution and it presents the proposal of the first edition of the Program as well the challenges imposed by the pandemic for the development of the second edition. In conclusion, the online configuration of the supervised internship highlighted the importance of presence moments for the constitution of teaching identities. At the same time, it allowed the engagement of the future language teachers with their learning process, and it allowed greater interaction with the preceptors, consolidating the partnership that has been built in the last decade.