Os relatos dos bolsistas de iniciação à docência presentes nos anais do ENDIPE entre 2010 e 2014: uma análise da relação dos pibidianos com os alunos da educação básica

• Ano de defesa: 2017
• Autor(a) principal: Silva, Vivian Massullo
• Orientador(a): Braga, Fabiana Marini
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Educação - PPGE
• Palavras-chave em Português: PIBID; Bolsista de ID; Alunos da Educação Básica; ENDIPE
• Palavras-chave em Inglês: ID scholar; Primary school
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/13257

The aim of the present study is to answer the following question: Which perceptions or thematic are revealed in the reports of ID/PIBID scholarship holders, concerning their relation with the basic education student, included in the ENDIPE publications between the years of 2010 and 2014? Therefore, the study was organized based on two main goals: identifying the perceptions or thematic present in the reports of ID scholarship holders, concerning their relation with the basic education student, included in the ENDIPE publications between the years of 2010 and 2014, and analyzing the relation of perceptions or thematic that might emerge from ID scholarship holders reports regarding their relation with basic education students in order to characterize possible contributions to initial training of teachers of the same segment. A bibliographic research was realized according to Salvador (1986), and Lima and Mioto (2007) to achieve the proposed goals. Our theoretical foundation is based on the studies by Aubert et al. (2016); Gimeno Sacristán and Pérez Gómez (1998), and Freire (1994; 2000; 2005; 2014; 2015); Content Analysis according to Bardin (2010) was used for the preparation and analysis of data. The corpus consists of 22 papers published at ENDIPEs, and 59 reports extracted from these papers were analyzed. The 59 reports are assigned in 3 large categories: Perceptions about the student profile; Elements related to student learning; Elements related to the class. In the perceptions about the student profile category, the data point to the ID scholarship holder difficulty to recognize the basic education student inside a context of diversity, besides the lack of proposals that might modify the identified behaviors. It is also clear the lack of dialogue among ID scholarship holders, teachers, students and community. In the elements related to student learning category, the data show that ID scholarship holders hold the student as a central element in the learning process considering their previous knowledge, their reality, and their individual learning time, centering their actions in a constructivist conception focusing on the adaptation of the educational context. Such data also show the lack of an instrumental dimension in teaching and the lack of engagement with all parties involved in PIBID as well as with the community. In the elements related to class category, the data indicate that ID scholarship holders have worked with teaching strategies and resources with emphasis on playfulness and on a playful adaption of the contents. Practice and dialogue-based classes are minority in the ID scholarship holder’s reports. The data point out the necessity of an effective partnership with all the participants of PIBID and with the community, since the ID scholarship holder is still training and therefore needs to be observed inside the school. From the perspective of the initial teaching training it was possible to verify that the scholarship holders dialogue well with their coordinators, supervisors and scholarship holders from other subprojects. Thus, we report the necessity to carry this dialogue to the work with basic education students. In conclusion, in the face of the analyzed reports, it is necessary to spread transformative pedagogical practice, to work more effectively in the instrumental dimension of teaching and to use dialogue in learning.