Narrativas na formação de professores: possibilidades junto ao Pibid da UFSCar
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Data
2019-03-15
Autores
Zaqueu-Xavier, Ana Claudia Molina
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Elaborar compreensões sobre a mobilização de narrativas na formação de professores no âmbito do Programa Institucional de Bolsas de Iniciação à Docência (Pibid) da Universidade Federal de São Carlos, UFSCar, foi o objetivo desta pesquisa. A escolha por este espaço de formação deu-se a partir de conversas informais com uma das ex-coordenadoras institucionais e de leituras de produções vinculadas a ele e do seu regimento interno, que indicaram a obrigatoriedade do trabalho com portfólios, diários e relatórios. A metodologia esteve pautada nos pressupostos da História Oral praticada no interior do Grupo História Oral Educação Matemática, Ghoem. As compreensões elaboradas tiveram apoio no estudo de dez narrativas produzidas a partir de momentos de entrevistas com oito coordenadores de área de subprojetos e com dois coordenadores institucionais, bem como de documentos do Pibid da UFSCar. Os estudos e produções de entrevistas deram-se junto aos subprojetos da Biologia, Interdisciplinar, Letras, Pedagogia e Química, perpassando os três campi da instituição, quais sejam, Araras, São Carlos e Sorocaba. Os resultados apontam para uma pluralidade de compreensões e mobilizações das narrativas e seus usos, os quais parecem estar intimamente relacionados a aspectos da formação acadêmica, dos referenciais teóricos e do modo como o Programa é entendido por quem as mobiliza. O portfólio é instituído como o instrumento principal de formação e avaliação, embora outros instrumentos e estratégias com as narrativas tenham aparecido nesse cenário, como o diário e os relatórios. Em linhas gerais, as narrativas apresentadas nesta pesquisa dizem do processo formativo do aluno, das relações que o envolvem, do processo de precarização do Pibid, das dificuldades enfrentadas pela escola, da importância de propostas governamentais que incentiva e valoriza financeiramente a iniciação à docência, dentre outros assuntos. Ressalta-se que o desenvolvimento desta pesquisa esteve vinculado à linha de pesquisa do Ghoem, intitulada “História Oral, Narrativas e Formação de Professores: pesquisa e intervenção” que pretende, em síntese, explorar como as narrativas têm sido e podem ser compreendidas e com quais fundamentos e objetivos.
To elaborate understandings about the mobilization of narratives in the teacher’s formation in the Institutional Scholarship Program for Teaching Initiation (Pibid) of Federal University of São Carlos, UFSCar, was the objective of this research. The choice for this formation space was based on informal conversations with one of the former institutional coordinators and of readings of productions linked to it and it internal regulation, which indicated the obligation to work with portfolios, diaries and reports. The methodology assumed of the Oral History practiced inside the Group Oral History Mathematics Education, Ghoem. The elaborated understandings had support in the study of ten narratives produced from moments of interviews with eight coordinators of subprojects area and with two institutional coordinators, as well as of documents of the Pibid of UFSCar. The studies and productions of interviews took place with the subprojects of Biology, Interdisciplinary, Letters, Pedagogy and Chemistry, going through the three campuses of the institution, which are, Araras, São Carlos and Sorocaba. The results point to a plurality of understandings and mobilizations of narratives and their uses, which seem to be closely related to aspects of academic formation, of the theoretical references and how the Program is understood by those who mobilize them. The portfolio is established as the main tool for formation and evaluation, although other instruments and strategies with the narratives have appeared in this scenario, as diaries and reports. In general lines, the narratives presented in this research say of the student’s formative process, of the relationships that involve him, of the process of precariousness of the Pibid, of the difficulties faced by the school, of the importance of governmental proposals that encourage and values financially the initiation to teaching, among other subjects. It should be emphasized that the development of this research was linked to the Ghoem research line, entitled "Oral History, Narratives and Teacher Training: Research and Intervention", which aims to explore how narratives have been and can be understood and what are the fundamentals and objectives.
To elaborate understandings about the mobilization of narratives in the teacher’s formation in the Institutional Scholarship Program for Teaching Initiation (Pibid) of Federal University of São Carlos, UFSCar, was the objective of this research. The choice for this formation space was based on informal conversations with one of the former institutional coordinators and of readings of productions linked to it and it internal regulation, which indicated the obligation to work with portfolios, diaries and reports. The methodology assumed of the Oral History practiced inside the Group Oral History Mathematics Education, Ghoem. The elaborated understandings had support in the study of ten narratives produced from moments of interviews with eight coordinators of subprojects area and with two institutional coordinators, as well as of documents of the Pibid of UFSCar. The studies and productions of interviews took place with the subprojects of Biology, Interdisciplinary, Letters, Pedagogy and Chemistry, going through the three campuses of the institution, which are, Araras, São Carlos and Sorocaba. The results point to a plurality of understandings and mobilizations of narratives and their uses, which seem to be closely related to aspects of academic formation, of the theoretical references and how the Program is understood by those who mobilize them. The portfolio is established as the main tool for formation and evaluation, although other instruments and strategies with the narratives have appeared in this scenario, as diaries and reports. In general lines, the narratives presented in this research say of the student’s formative process, of the relationships that involve him, of the process of precariousness of the Pibid, of the difficulties faced by the school, of the importance of governmental proposals that encourage and values financially the initiation to teaching, among other subjects. It should be emphasized that the development of this research was linked to the Ghoem research line, entitled "Oral History, Narratives and Teacher Training: Research and Intervention", which aims to explore how narratives have been and can be understood and what are the fundamentals and objectives.
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Educação matemática, História oral, Portfólio, Iniciação à docência, Mathematics education, Oral history, Initiation to teaching