O papel do PIBID na construção de saberes docentes nos cursos da área de ciências da natureza da Universidade Federal de Sergipe Campus Professor Alberto Carvalho

• Ano de defesa: 2024
• Autor(a) principal: Teixeira, Beatriz Mota
• Orientador(a): Lima, João Paulo Mendonça
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Ciências Naturais
• Palavras-chave em Português: PIBID; Saberes docentes; Formação inicial de professores; Ciências da natureza; Ciências naturais; Professores - Formação; Universidades e faculdades - Currículos; Formação profissional
• Palavras-chave em Inglês: Teaching knowledge; Initial teacher training; Natural sciences
• Área do conhecimento CNPq: OUTROS
• Link de acesso: https://ri.ufs.br/jspui/handle/riufs/23363

This research aimed to investigate the construction of teaching knowledge by students of courses in the area of Natural Sciences at UFS Campus Professor Alberto Carvalho participating in the CAPES notice N° 2/2020 of PIBID (Brasil, 2020a). In addition to identifying which teaching knowledge was a present in a majority way; analyze the role of PIBID for the construction of this knowledge; investigate the repercussions promoted by PIBID; and to analyze the role of the orientations of area coordinators and supervising teachers in the initial training of teachers in the pibidianos of the courses in the area of Natural Sciences. To this end, a qualitative research was adopted (Flick, 2009), due to its role in understanding meanings that can be found from a descriptive and interpretative analysis. Data were collected through questionnaires and semi-structured interviews, in order to understand the object of study in a more in-depth way. The data were analyzed using the theory of Content Analysis (Bardin, 2016). Based on the data collected, it is observed that PIBID promoted the construction of the teaching knowledge pointed out by Tardif (2010): professional training knowledge, disciplinary knowledge, curricular knowledge and experiential knowledge; having experiential knowledge as the majority. The data also reveal the importance of PIBID in the understanding of the teaching profession, better performance in the course, knowledge about resources aimed at teaching, in addition to having influenced some scholarship holders in the permanence of the course. In addition, the data pointed to the mobilization of a teaching knowledge different from those proposed by Tardif (2010): the technological teaching knowledge. It was also possible to analyze that the orientations of the coordinators and supervising teachers promoted a consolidation of understandings of what it is to be a teacher, and that the activities carried out in PIBID had an importante support for teaching practice.