PIBID ciências biológicas: experiências formativas do Instituto Federal de Rondônia, campus Ariquemes
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Data
2022-03-28
Autores
Lima, Márcia Mendes de
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Universidade Estadual Paulista (Unesp)
Resumo
Esta tese tem como objetivo compreender como bolsistas discentes, supervisores e coordenadores de área percebem os processos formativos de iniciação à docência por meio das experiências do PIBID/IFRO- Ciências Biológicas. O estudo justifica-se na perspectiva de destacar a relevância das políticas públicas de incentivo à docência que são direcionadas para a valorização da formação inicial e continuada do professor, com foco no trabalho interdisciplinar, na interdependência entre teoria e prática para a educação e nas mudanças na qualidade de ensino do país, em especial na Região Norte. Por meio da abordagem qualitativa e mapeamento dos estudos e pesquisas, propõe-se uma reflexão sobre a prática e a teoria sobre o impacto do PIBID para a formação docente. A pesquisa foi realizada com o Curso de Licenciatura em Ciências Biológicas do Instituto Federal de Rondônia (IFRO), campus Ariquemes. Foram sujeitos da pesquisa os bolsistas discentes, supervisores, coordenadores de área que atuaram no PIBID no período de 2014 a 2018. A coleta de dados foi realizada mediante análise documental; análise dos relatórios do programa; entrevistas semiestruturadas e questionários. Os dados foram analisados de forma descritiva e interpretativa, a partir de alguns aspectos da análise de conteúdos, como a elaboração de eixos temáticos. Autores como Lüdke e André (1986), Lima e Mioto (2007), Bardin (2011), Franco (2005); Pimenta (1999), Nóvoa (1995, 2009); Gatti (2009, 2011, 2014), Libâneo (2004), entre outros, subsidiaram a investigação. Os resultados indicam que o subprojeto PIBID – IFRO Campus Ariquemes permitiu a integração gradual e orientada dos bolsistas no ambiente escolar, sob orientação de docentes coformadores experientes, e favoreceu a participação dos discentes em experiências didático-metodológicas diversificadas, ao vivenciarem a relação entre a teoria e a prática no cotidiano escolar. Para os bolsistas supervisores, o programa atuou como formação continuada, ao criar um vínculo dos professores da Rede Estadual com as IES, abrindo um diálogo entre a formação inicial e continuada. Conclui-se que as experiências proporcionadas pelo PIBID, além de favorecerem o conhecimento do cotidiano escolar, contribuem para compreensão da relação teoria e prática, tão necessárias ao exercício da docência, bem como evidenciam as dificuldades e limitações no contexto da formação de professores.
This thesis aims to understand how scholarship students, supervisors and area coordinators perceive the formative processes of initiation to teaching through the experiences of PIBID/IFRO-Biological Sciences. The study is justified from the perspective of highlighting the relevance of public policies to encourage teaching that are directed to the appreciation of initial and continuing teacher education, with a focus on interdisciplinary work, the interdependence between theory and practice for education and changes in the quality of education in the country, especially in the North Region. Through a qualitative approach and mapping of studies and research, a reflection is proposed on the practice and theory about the impact of the PIBID for teacher education. The research was carried out with the Biological Sciences Undergraduate Course at the Instituto Federal de Rondônia (IFRO), Ariquemes campus. The research subjects were the student scholarship recipients, supervisors, and area coordinators who worked in PIBID from 2014 to 2018. The data collection was performed through document analysis; analysis of the program reports; semi-structured interviews and questionnaires. The data were analyzed descriptively and interpretatively, from some aspects of content analysis, such as the elaboration of thematic axes. Authors such as Lüdke and André (1986), Lima and Mioto (2007), Bardin (2011), Franco (2005); Pimenta (1999), Nóvoa (1995, 2009); Gatti (2009, 2011, 2014), Libâneo (2004), among others subsidized the investigation. The results indicate that the PIBID subproject - IFRO Ariquemes Campus allowed the gradual and guided integration of the fellows to the school environment, under the guidance of experienced co-training teachers, and favored the participation of students in diversified didactic-methodological experiences, by experiencing the relationship between theory and practice in everyday school life. For the scholarship supervisors, the program acted as continuing education, by creating a link between teachers from the State Network and the EIs, opening a dialogue between initial and continuing education. It can be concluded that the experiences provided by PIBID, in addition to favoring the knowledge of daily school life, contribute to the understanding of the relationship between theory and practice so necessary for the exercise of teaching, as well as highlight the difficulties and limitations in the context of teacher formation.
This thesis aims to understand how scholarship students, supervisors and area coordinators perceive the formative processes of initiation to teaching through the experiences of PIBID/IFRO-Biological Sciences. The study is justified from the perspective of highlighting the relevance of public policies to encourage teaching that are directed to the appreciation of initial and continuing teacher education, with a focus on interdisciplinary work, the interdependence between theory and practice for education and changes in the quality of education in the country, especially in the North Region. Through a qualitative approach and mapping of studies and research, a reflection is proposed on the practice and theory about the impact of the PIBID for teacher education. The research was carried out with the Biological Sciences Undergraduate Course at the Instituto Federal de Rondônia (IFRO), Ariquemes campus. The research subjects were the student scholarship recipients, supervisors, and area coordinators who worked in PIBID from 2014 to 2018. The data collection was performed through document analysis; analysis of the program reports; semi-structured interviews and questionnaires. The data were analyzed descriptively and interpretatively, from some aspects of content analysis, such as the elaboration of thematic axes. Authors such as Lüdke and André (1986), Lima and Mioto (2007), Bardin (2011), Franco (2005); Pimenta (1999), Nóvoa (1995, 2009); Gatti (2009, 2011, 2014), Libâneo (2004), among others subsidized the investigation. The results indicate that the PIBID subproject - IFRO Ariquemes Campus allowed the gradual and guided integration of the fellows to the school environment, under the guidance of experienced co-training teachers, and favored the participation of students in diversified didactic-methodological experiences, by experiencing the relationship between theory and practice in everyday school life. For the scholarship supervisors, the program acted as continuing education, by creating a link between teachers from the State Network and the EIs, opening a dialogue between initial and continuing education. It can be concluded that the experiences provided by PIBID, in addition to favoring the knowledge of daily school life, contribute to the understanding of the relationship between theory and practice so necessary for the exercise of teaching, as well as highlight the difficulties and limitations in the context of teacher formation.
Descrição
Palavras-chave
Educação, Formação de professores, PIBID, Biologia, Ciências biológicas, Education, Educational politics, Teacher’s formation, Biology, Biological sciences
Como citar
LIMA, Márcia Mendes de. PIBID ciências biológicas: experiências formativas do Instituto Federal de Rondônia, campus Ariquemes. Universidade Estadual Paulista (Unesp), 2022.