Relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência pibid pedagogia e professora colaboradora: elementos formadores da atuação docente nos anos iniciais do ensino fundamental
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Data
2016-02-29
Autores
Ricci, Maira [UNESP]
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Universidade Estadual Paulista (Unesp)
Resumo
O presente estudo foi elaborado a partir de dados obtidos pela vivência da autora como licenciando bolsista do Programa Institucional de Bolsa de Iniciação à Docência - PIBID no curso de Licenciatura em Pedagogia UNESP, que atuou no ensino fundamental I em uma escola da rede estadual do interior paulista nos anos de 2011 e 2012. Dentre os vários enfoques referentes ao estudo da formação de professores, trabalho docente e práticas pedagógicas, linha de pesquisa a que se vincula esse projeto, a reflexão dessa experiência conduziu ao estudo das relações entre bolsista de iniciação à docência PIBID e professora colaboradora visando identificar os elementos formadores para a atuação docente provenientes da gestão da matéria e gestão da classe, relações estas, que a proposta do programa PIBID oportuniza pela interação entre o aprendizado adquirido na universidade e na escola de educação básica com o propósito de melhorar a formação inicial e continuada dos docentes. O estudo teve por objetivo identificar, analisar e discutir quais são os elementos formadores para atuação docente provenientes da gestão da matéria e da gestão de classe no âmbito da sala de aula, presentes nas relações pedagógicas socialmente compartilhadas entre bolsista de iniciação à docência e professora colaboradora no ensino fundamental: anos iniciais durante a participação no subprojeto PIBID Pedagogia. E verificar as influências decorrentes desse processo de socialização para a atuação e formação da bolsista de iniciação à docência e da professora colaboradora nessa troca de experiências, a partir do referencial teórico sobre as práticas pedagógicas e ações docentes discutidas por Gauthier et al., Gimeno Sacristán e Marcelo Garcia. O percurso metodológico baseou-se procedimentos alinhados à abordagem qualitativa de natureza empírica e revisão bibliográfica de estudos sobre o programa PIBID. Desse modo, o trabalho estruturou-se mediante leitura das fontes documentais que tratam do PIBID e do subprojeto investigado e, a coleta de dados por meio de entrevistas semiestruturadas individuais realizadas com uma bolsista e uma professora colaboradora. Os dados levantados foram organizados em categorias e subcategorias de análise provenientes dos processos que envolveram coleta, transcrição e a sistematização dos registros escritos das entrevistas, conforme as orientações de Laville e Dionne (1999). Com a análise dos dados foram apresentadas as principais concepções das participantes sobre as práticas pedagógicas, as tarefas didáticas específicas do ensino, a relação pedagógica socialmente compartilhada entre bolsista e professora colaboradora e as contribuições do PIBID para a iniciação à docência em Pedagogia no processo de socialização sob a perspectiva do conceito delineado de gestão da matéria e da gestão da classe. Os resultados obtidos demonstram que a hipótese inicial na qual o pressuposto de que a relação pedagógica socialmente compartilhada entre bolsista de iniciação à docência e professora colaboradora, dos anos iniciais do ensino fundamental, possibilita ao futuro professor conhecer e reconhecer os elementos formadores específicos do ensino para realizar as futuras ações docentes em sala de aula, entretanto, diante do contato com as práticas pedagógicas para a bolsista os conhecimentos são reconhecidos e aprendidos de forma parcial, fragmentada e superficial.
This study was drawn from data obtained by the experience of the author as licensing intern of the Institutional Initiation to Teaching Program - PIBID in the Bachelor's Degree in Education at UNESP, who served in the elementary school in the countryside of São Paulo state in 2011 and 2012. Among the various approaches referring to the study of teacher education, teaching work and teaching practices, research line which this project links to, the reflection of this experience led to the study of relations between initiation to teaching intern PIBID and collaborator teacher to identify the formative elements for teaching performance from the management of the subject and class management, relations that the proposed PIBID program provides an opportunity for interaction between the knowledge acquired at university and elementary school institutions with the purpose of improving the initial and continuing training of teachers. The study aimed to identify, analyze and discuss what the formative elements for teaching performance are from the management of matter and class management within the classroom, present in pedagogical relationships socially shared between fellow initiation to teaching and collaborating professor in elementary school: early years while participating in subproject PIBID education. Also check the influences resulting from this socialization process for the work and training of initiation to teaching intern and collaborating professor in this exchange of experiences, from the theoretical framework on educational practices and teaching actions discussed by Gauthier et al., Gimeno Sacristán and Marcelo Garcia. The methodological approach was based on procedures aligned to the qualitative approach and empirical literature review of studies on the PIBID program. Thus, the work was structured by reading the documentary sources that deal with PIBID and subproject investigated, and data collection through individual semi-structured interviews with an intern and a cooperating teacher. The data collected were organized into categories and subcategories of analysis from processes involving transcription and systematization of written records of interviews, according to the guidelines of Laville and Dionne (1999). With the data analysis were presented the main ideas of the participants about the pedagogical practices, the specific educational tasks of teaching, socially shared pedagogical relationship between scholar and collaborator teacher and PIBID contributions to the initiation to teaching in pedagogy in the socialization process from the perspective of the outlined concept of management matters and management class. The results show that the initial hypothesis in which the assumption that the socially shared pedagogical relationship between initiation to teaching intern and collaborating professor, the early years of elementary school, enables the teacher to future know and recognize the specific elements that form of teaching to realize future teaching practices in the classroom, however, before the contact with the pedagogical practices for interns knowledge are recognized and learned in a partial, fragmented and superficial way.
This study was drawn from data obtained by the experience of the author as licensing intern of the Institutional Initiation to Teaching Program - PIBID in the Bachelor's Degree in Education at UNESP, who served in the elementary school in the countryside of São Paulo state in 2011 and 2012. Among the various approaches referring to the study of teacher education, teaching work and teaching practices, research line which this project links to, the reflection of this experience led to the study of relations between initiation to teaching intern PIBID and collaborator teacher to identify the formative elements for teaching performance from the management of the subject and class management, relations that the proposed PIBID program provides an opportunity for interaction between the knowledge acquired at university and elementary school institutions with the purpose of improving the initial and continuing training of teachers. The study aimed to identify, analyze and discuss what the formative elements for teaching performance are from the management of matter and class management within the classroom, present in pedagogical relationships socially shared between fellow initiation to teaching and collaborating professor in elementary school: early years while participating in subproject PIBID education. Also check the influences resulting from this socialization process for the work and training of initiation to teaching intern and collaborating professor in this exchange of experiences, from the theoretical framework on educational practices and teaching actions discussed by Gauthier et al., Gimeno Sacristán and Marcelo Garcia. The methodological approach was based on procedures aligned to the qualitative approach and empirical literature review of studies on the PIBID program. Thus, the work was structured by reading the documentary sources that deal with PIBID and subproject investigated, and data collection through individual semi-structured interviews with an intern and a cooperating teacher. The data collected were organized into categories and subcategories of analysis from processes involving transcription and systematization of written records of interviews, according to the guidelines of Laville and Dionne (1999). With the data analysis were presented the main ideas of the participants about the pedagogical practices, the specific educational tasks of teaching, socially shared pedagogical relationship between scholar and collaborator teacher and PIBID contributions to the initiation to teaching in pedagogy in the socialization process from the perspective of the outlined concept of management matters and management class. The results show that the initial hypothesis in which the assumption that the socially shared pedagogical relationship between initiation to teaching intern and collaborating professor, the early years of elementary school, enables the teacher to future know and recognize the specific elements that form of teaching to realize future teaching practices in the classroom, however, before the contact with the pedagogical practices for interns knowledge are recognized and learned in a partial, fragmented and superficial way.
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Palavras-chave
PIBID Pedagogia, Bolsistas de iniciação à docência PIBID, Professoras colaboradoras PIBID, Relações pedagógicas socialmente compartilhadas, Elementos formadores para a docência, PIBID, Education, Initiation to teach interns PIBID, Collaborator professors PIBID, Educational relations socially shared, Former elements for teaching