The institutional teaching initiation scholarship program and the training of undergraduate physics students at UFRPE: a case study

Autor: Santos Filho, Jos? Guilherme
Přispěvatelé: Sanchez, Liliane Barreira, Silva, Wanderley da, Leite Filho, Aristeo Gon?alves
Jazyk: portugalština
Rok vydání: 2015
Předmět:
Zdroj: Biblioteca Digital de Teses e Dissertações da UFRRJ
Universidade Federal Rural do Rio de Janeiro (UFRRJ)
instacron:UFRRJ
ISSN: 5334-4545
Popis: Submitted by Celso Magalhaes (celsomagalhaes@ufrrj.br) on 2021-02-03T13:56:49Z No. of bitstreams: 1 2015 - Jos? Guilherme Santos Filho.pdf: 668159 bytes, checksum: 4cafe71a5d16dc9ab533445453ab9cca (MD5) Made available in DSpace on 2021-02-03T13:56:49Z (GMT). No. of bitstreams: 1 2015 - Jos? Guilherme Santos Filho.pdf: 668159 bytes, checksum: 4cafe71a5d16dc9ab533445453ab9cca (MD5) Previous issue date: 2015-12-09 The objective of this work is to identify the possible contributions to the initial teaching training of future teachers who are actual or former scholarship students in the Institutional program for Scholarships in Teaching Initiation (?Programa Institucional de Bolsa de Inicia??o a Doc?ncia?, PIBID) of the Teaching Certificate Degree in physics of the Universidade Federal Rural de Pernambuco (UFRPE), based on their experiences in the program at a participating public high school. The reports of the future teachers (scholarship students) were investigated using questionnaires, and the perspectives of the supervising high school teachers and the PIBID physics Coordinator about the educational process of the teaching degree students were analyzed based on interviews, considering the low attractiveness of the teaching career, the actual deficit of physics teachers and that orienting teachers (supervisors, coordinators and tutors) exert influence over their professional identities and consequent decision to enter teaching as a career. The research was developed with a qualitative approach, and the sources of information were official documents of PIBID (call for projects MEC/CAPES/FNDE, regulations of PIBID-MEC, the UFRPE institutional project, UFRPE-physics subprojects, PIBID partial activities reports from 2013 and 2014), in which all of the developed activities and obtained results are reported. To interpret the interviews and questionnaires, we made a critical-philosophical analysis exchanging dialog with the considered authors, approximating the directions produced by the subjects of the research, while confronting the reports with the information found in the PIBID partial activities reports from 2013 and 2014. It was possible to identify that PIBID-UFRPE, PIBIDphysics- UFRPE and the physics subprojects are in consonance with the recommendations of the Basic Education Directorate of CAPES-MEC in its objectives, more specifically, in terms of the valorization of the teaching career, considering that the program gives the opportunity to participate to all teaching degree students of the UFRPE from the beginning of their coursework. We discovered that PIBID, today the program of the federal government with the widest breadth at the UFRPE (14 teaching certificate courses), has offered to address a larger demand for future basic education teachers, is a program which permits didactic training and orients and strengthens the teaching practice, gives the opportunity to participate in conferences with presentations of scientific works, promotes approximation between the university and the school and provides the teaching initiation scholarship students with an effective learning experience in didactic-pedagogic relations between students and teachers. In addition, PIBID has been a strong educational policy for giving incentive to teaching certificate students to remain in their courses and has stimulated the identity process of future teachers and the continuing education of the professors envolved. These elements of identity were discussed principally using the theoretical foundations of Maurice Tardif Este trabalho tem o objetivo de identificar as poss?veis contribui??es sobre a forma??o inicial docente de futuros professores a partir de experi?ncias vivenciadas pela pr?tica docente dos bolsistas atuais e egressos do curso de Licenciatura em F?sica da Universidade Federal Rural de Pernambuco (UFRPE) em uma escola p?blica parceira do Programa Institucional de Bolsa de Inicia??o ? Doc?ncia (PIBID). As falas dos futuros professores (bolsistas) foram investigadas atrav?s de question?rios, bem como as perspectivas dos professores supervisores e coordenador de ?rea de f?sica do PIBID sobre o processo de forma??o docente dos licenciandos foram analisadas a partir de entrevistas, levando-se em conta a baixa atratividade pela carreira docente, o d?ficit atual de professores de f?sica e que os professores formadores (supervisores, coordenadores, orientadores) exercem influ?ncia sobre suas identidades profissionais e consequente decis?o para assumir a carreira de professor. A pesquisa foi desenvolvida com uma abordagem qualitativa e as fontes de informa??es foram os documentos oficiais do PIBIB (Edital MEC/CAPES/FNDE, regulamento do PIBID-MEC, projeto Institucional-UFRPE, Subprojetos do PIBID-F?sica/UFRPE, relat?rio de atividades parciais do PIBID de 2013 e 2014), em que constam todas as atividades desenvolvidas e resultados alcan?ados. Para interpretar as entrevistas e question?rios fizemos uma an?lise cr?tico-filos?fica travando di?logo com os autores considerados, aproximando os sentidos produzidos pelos sujeitos da pesquisa, ao mesmo tempo em que confrontamos essas falas com as informa??es constantes dos relat?rios de atividades parciais do PIBID/UFRPE de 2013 e 2014. Foi poss?vel identificar que o PIBID ? UFRPE, o PIBID-F?sica-UFRPE e os Subprojetos de F?sica est?o em conson?ncia com o que preconiza a Diretoria de Educa??o B?sica-CAPES-MEC em seus objetivos, mais especificamente, no que tange ? valoriza??o da profiss?o docente, na medida em que oportuniza os estudantes de todas as licenciaturas da UFRPE a ingressarem no programa desde o inicio do curso; Constatamos que o PIBID, sendo hoje o programa do governo federal de maior abrang?ncia existente na UFRPE (14 licenciaturas), tem ofertado o atendimento a uma maior demanda de futuros professores para a Educa??o B?sica; ? um programa que viabiliza a forma??o did?tica e orienta e fortalece a pr?tica docente, oportuniza a participa??o com apresenta??o de trabalhos cient?ficos em congressos; promove a aproxima??o da universidade com a escola e proporciona aos bolsistas de Inicia??o ? doc?ncia um efetivo aprendizado nas rela??es did?tico-pedag?gicas com os alunos e professores. Al?m disso, o PIBID tem sido uma forte pol?tica educacional de incentivo ? perman?ncia dos estudantes de licenciatura nos cursos e tem estimulado o processo identit?rio dos futuros docentes e o processo de forma??o continuada dos professores envolvidos. Estes elementos de identifica??o foram discutidos principalmente sob as bases te?ricas de Maur?ce Tardif.
Databáze: OpenAIRE
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