As contribuições do Pibid para a formação inicial de professores: uma análise de sua produção acadêmica (2009-2019)
Arquivos
Data
2020-06-29
Autores
Martins, Letícia Bernal [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
As discussões em torno da formação de professores e de políticas educacionais tem intensificado nos últimos tempos os debates no meio acadêmico perspectivados pela busca de uma educação com qualidade e garantia de direito a todos. Nesse contexto, destaca-se o objeto de investigação dessa dissertação, a saber, o Programa Institucional de Bolsas de Iniciação à Docência (Pibid). Teve como objetivo reunir, analisar e interpretar as produções acadêmicas sobre o Pibid na formação inicial de professores à nível nacional nos cursos de licenciatura no período de 2012 a 2019. Buscou responder os seguintes questionamentos: o Pibid contribui para a formação inicial de professores nos cursos de licenciatura? Por quais caminhos esse processo pode ser possível? Apresenta como hipótese que o Pibid, ao inserir em seus princípios atividades de pesquisa e investigação na formação e prática docente, pode favorecer o desenvolvimento de uma política pública capaz de formar o professor enquanto construtor em suas práticas e teoria, conseguindo articulá-las e fornecer uma formação além do reprodutivismo e tecnicismo presente na maioria dos cursos de licenciatura. Por meio da inserção dos alunos no contexto escolar, o Pibid proporciona ao aluno bolsista a possibilidade de ampliar o seu conhecimento teórico e tecer reflexões em torno da prática pedagógica de professores e a realidade cotidiana das escolas. Ademais, esse apoio teórico-prático proporcionado ao licenciando poderá incentivá-lo ao futuro exercício da docência e a constituição de uma identidade de professor intelectual crítico. A pesquisa caracteriza-se como bibliográfica e análise documental de documentos oficiais relacionados ao programa e às legislações de formação de professores. As principais contribuições teóricas para o desenvolvimento da pesquisa foram: Bollmann e Aguiar (2016); Deimling (2014); Gatti (2008); Gatti e Barreto (2009); Gatti, Barreto e André (2011); Kuenzer (2006); Mendonça (2016); Mendonça et. al. (2018); Pereira (2000; 2011); Pinto (2006); Vicente (2016); entre outros. O mapeamento das principais tendências das dissertações e teses sobre a temática foi realizada a partir da base de dados da Biblioteca Digital Brasileira de Teses e Dissertações (BDTD). O material encontrado foi organizado e sistematizado mediante a elaboração de instrumento de pesquisa e analisado com base na análise de conteúdo proposto por Franco (2008). A análise do conteúdo resultou em quatro eixos temáticos, sendo eles: Pibid na formação inicial de professores e relação universidade-escola, Pibid na formação inicial de professores pesquisadores, Pibid na formação inicial de professores e a articulação teórico-prática e Pibid na formação inicial de professores e o estágio curricular. Após a análise dos eixos temáticos, os resultados evidenciaram que o Pibid atinge seus princípios de investigação e construção de conhecimentos e práticas na formação inicial docente a partir da inserção do aluno bolsista na escola. O contato do licenciando com o ambiente escolar permitido através do programa desde o início de sua formação, auxilia em seus questionamentos e suas novas teorias sobre a comunidade escolar, e também na criação de novas práticas alternativas capazes de atender as necessidades de ensino-aprendizagem e conflitos dentro da escola. A associação teórico-prática realizada dentro do Pibid motiva o aluno bolsista ao futuro exercício da docência e à reflexão, proporcionando desde cedo a construção de uma postura de (futuro) professor intelectual crítico que rompe com a reprodução de práticas e atividades técnicas.
Discussions around teacher training and educational policies have recently intensified debates in the academic environment for the search for quality education and the guarantee of the right to all. In this context, the object of investigation of this dissertation stands out, namely, the Institutional Program for Teaching Initiation Scholarships (Pibid). It aimed to gather, analyze and interpret academic productions about Pibid in initial teacher training at national level in undergraduate courses in the period from 2012 to 2019. It sought to answer the following questions: Pibid contributes to initial teacher training in courses degree? In what ways can this process be possible? It presents as a hypothesis that Pibid, by inserting research and investigation activities in its teaching formation and practice in its principles, can favor the development of a public policy capable of training the teacher as a constructor in his practices and theory, managing to articulate them and provide training beyond the reproductivism and technicality present in most undergraduate courses. Through the insertion of students in the school context, Pibid provides scholarship students with the possibility of expanding their theoretical knowledge and reflecting on the pedagogical practice of teachers and the everyday reality of schools. In addition, this theoretical-practical support provided to the graduate student may encourage him / her to exercise future teaching and establish an identity as a critical intellectual teacher. The research is characterized as bibliographic and documentary analysis of official documents related to the program and the legislation for teacher education. The main theoretical contributions to the development of the research were: Bollmann and Aguiar (2016); Deimling (2014); Gatti (2008); Gatti and Barreto (2009); Gatti, Barreto and André (2011); Kuenzer (2006); Mendonça (2016); Mendonça et. al. (2018); Pereira (2000; 2011); Pinto (2006); Vicente (2016); among others. The mapping of the main trends of dissertations and theses on the theme was carried out from the database of the Brazilian Digital Library of Theses and Dissertations (BDTD). The material found was organized and systematized through the development of a research instrument and analyzed based on the content analysis proposed by Franco (2008). The content analysis resulted in four thematic axes, namely: Pibid in initial teacher training and university-school relationship, Pibid in initial teacher teacher training, Pibid in initial teacher training and theoretical-practical articulation and Pibid in initial training of teachers and the curricular internship. After the analysis of the thematic axes, the results showed that Pibid reaches its principles of investigation and construction of knowledge and practices in the initial teacher education from the insertion of the scholarship student in the school. The licensee's contact with the school environment allowed through the program since the beginning of their training, helps in their questions and their new theories about the school community, and also in the creation of new alternative practices capable of meeting the teaching-learning needs and conflicts within the school. The theoretical-practical association carried out within the Pibid motivates the scholarship student to the future exercise of teaching and reflection, providing from an early age the construction of a posture of (future) critical intellectual teacher that breaks with the reproduction of technical practices and activities.
Discussions around teacher training and educational policies have recently intensified debates in the academic environment for the search for quality education and the guarantee of the right to all. In this context, the object of investigation of this dissertation stands out, namely, the Institutional Program for Teaching Initiation Scholarships (Pibid). It aimed to gather, analyze and interpret academic productions about Pibid in initial teacher training at national level in undergraduate courses in the period from 2012 to 2019. It sought to answer the following questions: Pibid contributes to initial teacher training in courses degree? In what ways can this process be possible? It presents as a hypothesis that Pibid, by inserting research and investigation activities in its teaching formation and practice in its principles, can favor the development of a public policy capable of training the teacher as a constructor in his practices and theory, managing to articulate them and provide training beyond the reproductivism and technicality present in most undergraduate courses. Through the insertion of students in the school context, Pibid provides scholarship students with the possibility of expanding their theoretical knowledge and reflecting on the pedagogical practice of teachers and the everyday reality of schools. In addition, this theoretical-practical support provided to the graduate student may encourage him / her to exercise future teaching and establish an identity as a critical intellectual teacher. The research is characterized as bibliographic and documentary analysis of official documents related to the program and the legislation for teacher education. The main theoretical contributions to the development of the research were: Bollmann and Aguiar (2016); Deimling (2014); Gatti (2008); Gatti and Barreto (2009); Gatti, Barreto and André (2011); Kuenzer (2006); Mendonça (2016); Mendonça et. al. (2018); Pereira (2000; 2011); Pinto (2006); Vicente (2016); among others. The mapping of the main trends of dissertations and theses on the theme was carried out from the database of the Brazilian Digital Library of Theses and Dissertations (BDTD). The material found was organized and systematized through the development of a research instrument and analyzed based on the content analysis proposed by Franco (2008). The content analysis resulted in four thematic axes, namely: Pibid in initial teacher training and university-school relationship, Pibid in initial teacher teacher training, Pibid in initial teacher training and theoretical-practical articulation and Pibid in initial training of teachers and the curricular internship. After the analysis of the thematic axes, the results showed that Pibid reaches its principles of investigation and construction of knowledge and practices in the initial teacher education from the insertion of the scholarship student in the school. The licensee's contact with the school environment allowed through the program since the beginning of their training, helps in their questions and their new theories about the school community, and also in the creation of new alternative practices capable of meeting the teaching-learning needs and conflicts within the school. The theoretical-practical association carried out within the Pibid motivates the scholarship student to the future exercise of teaching and reflection, providing from an early age the construction of a posture of (future) critical intellectual teacher that breaks with the reproduction of technical practices and activities.
Descrição
Palavras-chave
Educação, Políticas educacionais, Formação inicial de professores, Programa Institucional de Bolsas de Iniciação à Docência (Pibid), Education, Educational policies, Initial teacher training, Institutional program for teaching initiation scholarships (Pibid)