Experiência formativa no âmbito do pibid: o papel e atuação de professores supervisores de química na coformação de futuros professores
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Data
2023-01-26
Autores
Luz, Angélica Ramos da [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este texto apresenta a pesquisa de doutorado desenvolvida no âmbito do Programa de Pós-Graduação em Química da Universidade Estadual Paulista “Júlio de Mesquita Filho”, campus de Araraquara, que teve como objetivo investigar de que modo uma experiência formativa pautada no Processo EAR (Elaboração, Aplicação e Reelaboração) de validação de sequências didáticas incide sobre o papel e atuação de professores supervisores de química no âmbito de um subprojeto do Pibid. Para a consecução do objetivo de pesquisa, optou-se pela realização de uma pesquisa qualitativa do tipo estudo de caso. Com o intuito de operacionalizar o processo de investigação e viabilizar a resposta do problema de pesquisa, foram formuladas as seguintes questões de pesquisa: 1. De que modo a atuação dos professores supervisores se caracteriza na coformação dos bolsistas de iniciação à docência?; 2. Em que medida a experiência formativa pautada no planejamento de sequências didáticas contribui para o desenvolvimento profissional dos professores supervisores de química no âmbito do Pibid? Conforme a abordagem escolhida, esta pesquisa se restringiu a uma única fonte de informação: os sujeitos. Os participantes foram: uma professora de química de uma escola estadual e um professor de química de uma escola estadual técnica de Araraquara que atuaram como supervisores no subprojeto Pibid-Química do IQ/CAr durante o ano letivo de 2016. Os instrumentos de coleta de dados foram: questionário de caracterização e entrevista reflexiva. Os resultados apontaram que durante o desenvolvimento das atividades no subprojeto a atuação dos professores supervisores de química não foi efetivamente pautada na coformação dos bolsistas de iniciação à docência, conforme o modelo proposto por Luz e Bego (2022). O próprio desenho do Pibid, de certo modo, não fornece elementos suficientes que possam contribuir para constituir o professor da educação básica em supervisor tampouco em coformador, isso porque no atual formato o programa não determina ou explicita em seus documentos oficiais atribuições específicas aos professores que atuam como supervisores. Desse modo, acaba prevalecendo a falta de clareza quanto ao papel que deve desempenhar na formação dos bolsistas, sobre o que se espera da sua participação nessa formação e quais saberes profissionais estão em jogo para o desempenho das tarefas previstas. Avaliamos, porém, que a experiência formativa em particular contribuiu para o desenvolvimento profissional dos professores da educação básica. No entanto, evidenciamos que a experiência formativa não se mostrou adequadamente efetiva para contribuir com o desenvolvimento profissional dos supervisores e, assim, constitui-los em coformadores de futuros professores. Consideramos que mesmo adotando um delineamento bastante particular que visou a articulação entre a formação de supervisores e a formação inicial de licenciandos, por meio de reuniões semanais, acompanhamento contínuo, troca de experiências e participação em oficinas formativas, não foram parâmetros para preparar o professor supervisor para assumir o papel de figura indispensável no processo formativo. Portanto, entendemos que o atual formato do programa não apresenta todos os elementos necessários para se pensar o papel e atuação dos PrS, por esse motivo seria interessante aprofundar as discussões em novas edições, delineando as atribuições e perfil desses profissionais, bem como garantisse tempo para a prática de supervisão e condições objetivas de trabalho.
This text presents the doctoral research developed within the scope of the Graduate Program in Chemistry at the Universidade Estadual Paulista “Júlio de Mesquita Filho”, Araraquara campus, which aimed to investigate how a formative experience based on the EAR Process (Elaboration , Application and Re-elaboration) of validation of didactic sequences focuses on the role and performance of supervising chemistry teachers within the scope of a Pibid subproject. To achieve the research objective, it was decided to carry out a qualitative research of the case study type. In order to operationalize the investigation process and enable the answer to the research problem, the following research questions were formulated: 1. How is the role of supervising professors characterized in the co-training of scholarship holders for initiation into teaching?; 2. To what extent does the educational experience based on the planning of didactic sequences contribute to the professional development of supervisory chemistry teachers within the scope of Pibid? According to the chosen approach, this research was restricted to a single source of information: the subjects. The participants were: a chemistry teacher from a state school and a chemistry teacher from a state technical school in Araraquara who acted as supervisors in the Pibid- Química subproject of IQ/CAr during the 2016 school year. Data collection instruments were: characterization questionnaire and reflective interview. The results showed that during the development of activities in the subproject, the performance of supervisory chemistry teachers was not effectively based on the co-training of scholarship holders for initiation into teaching, according to the model proposed by Luz and Bego (2022). Pibid's own design, in a way, does not provide enough elements that can contribute to make the basic education teacher a supervisor or a co-trainer, because in the current format the program does not determine or explain in its official documents specific attributions to the teachers who act as supervisors. In this way, the lack of clarity prevails as to the role they should play in the training of fellows, what is expected of their participation in this training and what professional knowledge is at stake for the performance of the foreseen tasks. We evaluated, however, that the formative experience contributed to the professional development of basic education teachers, however, we evidenced that the formative experience did not prove adequately effective in contributing to the professional development of supervisors and, thus, constitute them in co-trainers of future teachers. We consider that even adopting a very particular design that aimed to articulate the training of supervisors and the initial training of undergraduates, through weekly meetings, continuous monitoring, exchange of experiences and participation in training workshops, they were not parameters to prepare the supervisor teacher to assume the role of indispensable figure in the formative process. Therefore, we understand that the current format of the program does not present all the necessary elements to think about the role and performance of the PrS, for this reason it would be interesting to deepen the discussions in new editions, outlining the attributions and profile of these professionals, as well as guaranteeing time for the practice of supervision and objective working conditions.
This text presents the doctoral research developed within the scope of the Graduate Program in Chemistry at the Universidade Estadual Paulista “Júlio de Mesquita Filho”, Araraquara campus, which aimed to investigate how a formative experience based on the EAR Process (Elaboration , Application and Re-elaboration) of validation of didactic sequences focuses on the role and performance of supervising chemistry teachers within the scope of a Pibid subproject. To achieve the research objective, it was decided to carry out a qualitative research of the case study type. In order to operationalize the investigation process and enable the answer to the research problem, the following research questions were formulated: 1. How is the role of supervising professors characterized in the co-training of scholarship holders for initiation into teaching?; 2. To what extent does the educational experience based on the planning of didactic sequences contribute to the professional development of supervisory chemistry teachers within the scope of Pibid? According to the chosen approach, this research was restricted to a single source of information: the subjects. The participants were: a chemistry teacher from a state school and a chemistry teacher from a state technical school in Araraquara who acted as supervisors in the Pibid- Química subproject of IQ/CAr during the 2016 school year. Data collection instruments were: characterization questionnaire and reflective interview. The results showed that during the development of activities in the subproject, the performance of supervisory chemistry teachers was not effectively based on the co-training of scholarship holders for initiation into teaching, according to the model proposed by Luz and Bego (2022). Pibid's own design, in a way, does not provide enough elements that can contribute to make the basic education teacher a supervisor or a co-trainer, because in the current format the program does not determine or explain in its official documents specific attributions to the teachers who act as supervisors. In this way, the lack of clarity prevails as to the role they should play in the training of fellows, what is expected of their participation in this training and what professional knowledge is at stake for the performance of the foreseen tasks. We evaluated, however, that the formative experience contributed to the professional development of basic education teachers, however, we evidenced that the formative experience did not prove adequately effective in contributing to the professional development of supervisors and, thus, constitute them in co-trainers of future teachers. We consider that even adopting a very particular design that aimed to articulate the training of supervisors and the initial training of undergraduates, through weekly meetings, continuous monitoring, exchange of experiences and participation in training workshops, they were not parameters to prepare the supervisor teacher to assume the role of indispensable figure in the formative process. Therefore, we understand that the current format of the program does not present all the necessary elements to think about the role and performance of the PrS, for this reason it would be interesting to deepen the discussions in new editions, outlining the attributions and profile of these professionals, as well as guaranteeing time for the practice of supervision and objective working conditions.
Descrição
Palavras-chave
Supervisores escolares, Planejamento educacional, Química - Formação de professores, Supervisão, Educação permanente