Detalhes bibliográficos
| Ano de defesa: |
2015 |
| Autor(a) principal: |
LANNI, LUCIANA DE FREITAS
 |
| Orientador(a): |
Bahia , Norinês Panicacci |
| Banca de defesa: |
Souza, Roger Marchesini de Quadros,
Rosalen , Marilena Aparecida de Souza |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Metodista de Sao Paulo
|
| Programa de Pós-Graduação: |
Educacao
|
| Departamento: |
Educacao:Programa de Pos Graduacao em Educacao
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.metodista.br/jspui/handle/tede/1529
|
Resumo: |
Given the current crisis faced by the teaching degrees in Brazil, specially due to the lack of attractiveness that teacher training has in the educational context; and considering the criticism made to the fragility of initial teacher training in online undergraduate courses (in this case, the Education course), PIBID – the Brazilian Government Institutional Program of Scholarships for Teaching Initiation emerges as a policy that encourages and adds value to the teaching profession. The aim of this policy is to contribute to a more solid and articulated training in terms of the relation between theory and practice, that can be gained especially due to the proximity that the students who receive this scholarships have to school daily life. This is the focus of this investigation that aimed: 1) to reflect on the history of teacher training and the devaluation of the teaching profession that has led, consequently, to a crisis in the offering of teaching degrees and, to analyze PIBID as the proposition of a public policy to face this crisis; 2) to analyze the representations of PIBID among the students who receive the scholarships in an Online Education Course, to discover whether the experience they have really helps to strengthen the choice they have done for the teaching career and whether the program really contributes to the their formation as undergraduate students; 3) to verify the PIBID contributions to the students, to their supervisors (teachers from public schools) and coordinators, and if these contributions really enhance the preparation for the exercising of the teaching profession. The research conducted a review of the literature on the context of the crisis and the launching of PIBID, as well as of online teacher training. The theoretical framework was based in authors such as Libâneo (1998), Gatti and Barreto (2009), Bahia and Duran (2011), Scheibe (2006), Sommer (2010), FCC (2009), and Tardif (2005). For this research we conducted a field survey using two instruments for data collection: a profile questionnaire and interviews, that were conducted along with seven fellows of PIBID at an online education teaching course (from a private higher education institution, in São Paulo), from which four were from the undergraduate course, two were supervisor teachers and one, an area coordinator. The results indicate that there were stronger criticisms to online initial teacher training in comparison to online on-going teacher training; and that studies regarding PIBID show positive experiences throughout the country, which articulate theory and practice and rescue teacher identity; valuing, integrating and retaining undergraduate students in their teaching courses. The representations about the experience subjects have with PIBID show that the program effectively provides opportunity for reflection and experience, linking theory and practice and allowing for a greater confidence in dealing with school pupils and developing practical activities. Subjects’ representations of the program also show that PIBID helps them to rest assured and feel the conviction that they really want to be teachers. |
