Iniciação à docência na formação inicial de professores: possíveis relações entre cursos de licenciatura e subprojetos PIBID/CAPES na UFSM

• Ano de defesa: 2014
• Autor(a) principal: Puiati, Lidiane Limana
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/001300000832h
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Educação; UFSM; Programa de Pós-Graduação em Educação
• Palavras-chave em Português: Iniciação à docência; Curso de licenciatura; PIBID; Política educacional; Formação inicial de professores; Escola de educação básica; Initiation to teaching; Degree courses; Educational policy; Initial training of teachers; Basic school; CNPQ::CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://repositorio.ufsm.br/handle/1/7131

This research aimed to understand the relationships established between the organization and development of subprojects PIBID/CAPES and the organization and development of Degree Courses (CL) in UFSM, considering that these two formative spaces actions "initiation to teaching" are developed. Accordingly, we seek to answer the following research problem: That ways the actions performed by Subprojects PIBID/CAPES/UFSM relate to the organization and development of activities/subjects in Degree Courses UFSM? This research is characterized as a qualitative nature in which we take as sources of information: 1) Area Coordinators responsible for the Institutional Project Subprojects PIBID/CAPES/UFSM (10 coordinators interviewed) 2) Initiation to Teaching Scholars of several subprojects PIBID/CAPES/UFSM (28 participants from 04 focus groups), 3) two types of documents: a) complete texts of Subprojects PIBID/CAPES/UFSM (10 texts analyzed using own script) b) texts for event scheduling conducted within the CL involving PIBID (05 texts analyzed). Compared to CL, the analysis of the collected information allows saying that: a) there are historical gaps that are still present today, with often a lack of institutionalized mechanisms of interaction between university and school; b) the activities developed in schools by students of CL are punctual and restricted to performance in the classroom; seems no insertion in the school environment activities to meet the institution "schools" as a whole, a more comprehensive way, other words, besides the classroom; c) The Pre-Professional Curricular Training although providing insertion in school for a longer period than the specific activities earlier this curricular component, also presents problems, among them the lack of moments for discussion during its development to reflect collectively with classmates about the practices realized and lack of time to be able to monitor changes caused by their practices. Compared to subprojects analyzed, we can affirm that: a) there are several activities planned for and developed by the Teaching Scholars of Initiation to teaching under Subprojects PIBID/UFSM, the most common among them refers to the planning and implementation of educational activities in schools. These activities varying from workshops with different themes, but isolated from each other, until a set of sequenced learning activities on a particular subject to accomplishment in classes; b) for the investigated subjects, the initiation to teaching should cover both actions theoretical nature but also practical nature of actions; c) students of CL looking for Subprojects PIBID/CAPES/UFSM to know the school for a longer period and have experiences in the classroom as teachers typical of Basic Education; they see us Subprojects the opportunity to develop the practical part of the course, since disciplines who study in the Undergraduate develop, mostly only the theoretical part; d) relationships established between CL scholars and Subprojects PIBID/CAPES/UFSM are of compensation: the PIBID seems to be filling gaps of CL, the most important of these gaps relates to the development of practical activities in schools. Therefore, no explicit links between these two formative spaces which are areas of development actions initiation to teaching. The few associations carried occurring on an individual basis: or initiative upon a Scholar of Initiation to Teaching or, at most, a small group of them, under a Subproject.