2026-03-302026-03-302025-11-04https://repositorio.ifal.edu.br/handle/123456789/1465This study investigates the contribution of the Pedagogical Residency Program (PRP) to the professional identity development of Biology undergraduate students at the Federal Institute of Alagoas – Maceió Campus. The research, based on a qualitative and quantitative descriptive approach, was conducted with students and graduates through a structured questionnaire, analyzing their perceptions of the program. The results indicate that the PRP plays a crucial role in bridging the gap between theory and practice, enabling the development of teaching knowledge, pedagogical strategies, autonomy, and professional confidence. Practical experience in schools, combined with the guidance of experienced teachers, significantly contributed to consolidating teacher identity and deepening the understanding of the complexity of the teaching-learning process. It is concluded that the Pedagogical Residency Program constitutes an indispensable formative space for preparing critical, reflective, and socially engaged teachers.ptAttribution-NonCommercial-NoDerivs 3.0 BrazilCiências BiológicasFormação docenteResidência pedagógicaIdentidade profissionalSaberes docentes – Teoria e práticateacher educationPedagogical residencyProfessional identityTeaching knowledgeTrabalho de Conclusão de CursoCIENCIAS BIOLOGICAS