O Pibid Letras Unesp/Araraquara na formação de professores
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Data
2022-02-04
Autores
Martins, Flávia Maria de Aquino
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Inúmeros estudos dedicam-se a apontamentos acerca da importância do Programa Institucional de Bolsas de Iniciação à Docência (PIBID), programa criado em 2007 com iniciativa do Governo Federal para incentivar e colaborar na formação de professores da educação básica das diferentes áreas do conhecimento. Na presente dissertação interessa-nos focar na importância do PIBID para a formação de professores de línguas no subprojeto PIBID Letras Unesp/Araraquara, dada a escassa literatura sobre este projeto de ensino que passou por vários editais consecutivos. Nosso objetivo geral é tentar compreender de maneira sistemática, pelos dizeres dos participantes desta pesquisa, o papel do PIBID Letras Unesp/Araraquara no processo de formação docente e se tal programa pôde ou pode contribuir para uma constituição mais sólida e positiva na fase inicial e nas fases posteriores da carreira docente. Para compreender e sistematizar essas reflexões, foram escolhidas como base teórica, principalmente, as ideias presentes na obra “ O ciclo de vida profissional dos professores” de Michael Huberman (2000) e nas ideias de Tardif (2014) compreender como as ações do PIBID na dimensão empírica, ressaltam os saberes docentes. A coleta e análise dos dados foram realizadas com base nas entrevistas com os estagiários e com os professores supervisores do projeto na escola-parceira. Trata-se, portanto, de um estudo de caso, com uma abordagem qualitativa e o período, referente ao recorte do estudo, foi de 2014 a 2021. Os resultados atingidos apontam para a constatação de que o PIBID Letras Unesp/Araraquara reforça as experiências positivas na fase inicial da docência (estágio de descobertas), tornando mais forte e presente o estágio de descoberta, ou seja, no momento da carreira dos professores que estão ingressando na carreira. Os dizeres dos participantes demonstram que o PIBID, enquanto um programa de incentivo à licenciatura, vem cumprindo seu papel, pois proporciona diversas experiências que envolvem os participantes e oferece o suporte necessário, com as reuniões e discussões sobre as dificuldades e descobertas, favorecendo diversos saberes docentes: teóricos e práticos.
Numerous studies are dedicated to notes about the importance of the Institutional Scholarship Program for Teaching Initiation (PIBID) to the training of teachers in different areas of knowledge, this dissertation analyzes the importance of PIBID/UNESP-Letras-Araraquara, a program created in 2007 with an initiative of the Federal Government to encourage and collaborate in the training of teachers for basic education. We are interested in focusing, however, on the importance of PIBID for language teachers. Our general objective is to try to understand in a systematic way, in the words of the participants of this research, the role of Pibid Letras Unesp/Araraquara in the process of teacher training and if such a program could or can contribute to a more solid and positive constitution in the initial phase and in the later stages of the teaching career. In order to understand and systematize these reflections, the ideas present in Michael Huberman's (2000) work "The professional life cycle of teachers" were chosen as a theoretical basis, and Tardif's (2014) ideas are sought to understand how actions of PIBID, in the empirical dimension, the teaching knowledge is highlighted. Data collection and analysis were carried out based on interviews with the interns and with the supervising teachers of the project at the participating school, for this a case study was carried out, with a qualitative approach and the period, referring to the study clipping, was from 2014 to 2021. The results achieved point to the finding that the PIBID that the program reinforces positive experiences (stage of discovery), making this “stage” of discovery stronger and more present at the time of the career of teachers who are entering the career. The participant’s statements demonstrate that PIBID, as an incentive program for teaching degrees, has been fulfilling its role, as it provides various experiences that involve participants and offers the necessary support, through meetings and discussions about difficulties and discoveries, favoring different knowledge. teachers: theoretical and practical.
Numerous studies are dedicated to notes about the importance of the Institutional Scholarship Program for Teaching Initiation (PIBID) to the training of teachers in different areas of knowledge, this dissertation analyzes the importance of PIBID/UNESP-Letras-Araraquara, a program created in 2007 with an initiative of the Federal Government to encourage and collaborate in the training of teachers for basic education. We are interested in focusing, however, on the importance of PIBID for language teachers. Our general objective is to try to understand in a systematic way, in the words of the participants of this research, the role of Pibid Letras Unesp/Araraquara in the process of teacher training and if such a program could or can contribute to a more solid and positive constitution in the initial phase and in the later stages of the teaching career. In order to understand and systematize these reflections, the ideas present in Michael Huberman's (2000) work "The professional life cycle of teachers" were chosen as a theoretical basis, and Tardif's (2014) ideas are sought to understand how actions of PIBID, in the empirical dimension, the teaching knowledge is highlighted. Data collection and analysis were carried out based on interviews with the interns and with the supervising teachers of the project at the participating school, for this a case study was carried out, with a qualitative approach and the period, referring to the study clipping, was from 2014 to 2021. The results achieved point to the finding that the PIBID that the program reinforces positive experiences (stage of discovery), making this “stage” of discovery stronger and more present at the time of the career of teachers who are entering the career. The participant’s statements demonstrate that PIBID, as an incentive program for teaching degrees, has been fulfilling its role, as it provides various experiences that involve participants and offers the necessary support, through meetings and discussions about difficulties and discoveries, favoring different knowledge. teachers: theoretical and practical.
Descrição
Palavras-chave
Formação de professores, Ciclos de vida profissional e saberes docentes, Pibid Letras, Teacher training, Professional life cycles and teaching knowledge