Contribuições do Pibid Física UFLA na formação inicial e continuada de professores

• Ano de defesa: 2021
• Autor(a) principal: Freitas, Daiane Manoelina Lopes
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Lavras; Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática; UFLA; brasil; Não especifica vinculação com nenhum departamento
• Palavras-chave em Português: Método (auto)biográfico; Formação de professores; Ensino de física; Formação inicial e continuada; Narrativas de aulas; Portfólios reflexivos; Method (auto)biographical; Teacher training; Physics teaching; Formation initial and continuing; Class narratives; Reflective portfolios; Ensino-Aprendizagem
• Link de acesso: http://repositorio.ufla.br/jspui/handle/1/49244

This research, of qualitative approach, investigated the using the instruments pertinent to the (auto)biographical method, in our specific case, the reflective portfolios and the narratives of classes, to verify the process of initial training of the seven Physics undergraduate students of the Federal University of Lavras (UFLA) and the continued training of the supervising teacher, since her story is intertwined with the other subjects participating in the Institutional Program for Scholarship Initiation to Teaching (Pibid) Physics at UFLA. All data production occurred during the eighteen months of the program, starting with reflective portfolios in the second semester of 2018 complementing with class narratives, after the beginning of the work in the school, in February 2019. The investigative question is: "Is it possible to identify contributions of the Pibid Física to the initial and continued education, in the materials produced by the participants?". The specific objectives were: i) To identify and analyze in the reflective portfolios and class narratives, contributions of the Pibid Física of UFLA to the initial and continuing education of the undergraduates and teachers involved; ii) To highlight and analyze contributions of the Pibid Física program at UFLA in the teaching identity of the supervising teacher. The theoretical framework is based on studies about Public Educational Policies (PPE), with emphasis on Pibid, studies about the reflective teacher having the (auto)biographical method as a formative and reflective tool, focusing specifically on reflective portfolios and class narratives. For the data analysis we initially proposed to identify the objects of analysis, what was present to be analyzed and, based on the theory of Fritz Schütze that allowed us to create four thematic units: i) Reflections on the importance of Pibid Física at UFLA for initial and continuing education; ii) Difficulties and challenges related to teaching; iii) Experiences lived, learning and professional development; and iv) The contributions of Pibid Física at UFLA for the supervising teacher. The research showed that the objectives of the Pibid program, such as the articulation between theory and practice, the integration between schools and Higher education institutions (IES), the balance between knowledge, skills, attitudes and ethics, were present during the execution of the program, helping the fellows to recognize and overcome their difficulties. It was concluded that the instruments pertinent to the (auto)biographical method used, that is, the narratives of the classes and the reflective portfolios, proved useful to monitor the process of initial and continued formation of the participants of the Pibid Physics at UFLA.