Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
CORNELO, CAMILA SANTOS
 |
| Orientador(a): |
Schneckenberg, Marisa
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Estadual do Centro-Oeste
|
| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação (Mestrado - Irati)
|
| Departamento: |
Unicentro::Departamento de Ciências Humanas, Letras e Artes
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| 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.unicentro.br:8080/jspui/handle/jspui/1478
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Resumo: |
The present work aimed to analyze the Institutional Program of Teaching Initiation Scholarship - PIBID, as a public policy for the initial formation of teachers, considering the production of the speech of the national politics, the processes of recontextualization that occurred in the State University of the Center. -West - UNICENTRO, and in the Degree in Pedagogy / Irati, from 2016 to 2019. The approach of the Policy Cycle (BOWE, BALL, GOLD, 1992; Ball 1994, 1997) was used as a theoretical-methodological framework. 2001, 2002, 2006, 2008, 2011; MAINARDES, 2006; MAINARDES and GANDIN, 2013) in line with the contributions of authors who discuss conceptions of teacher education and educational policies (PIMENTA and LIMA, 2004, 2005/2006, 2008, 2019; TARDIF and LESSARD, 2005; GATTI and BARRETO, 2009; ZEICHNER, 2010; IMBERNÓN, 2011; VAILLANT and MARCELO, 2012; GATTI, 2013-2014; ANDRÉ, 2015; LOCATELLI, 2018). To this end, we analyzed the context of teacher education in Brazil, as well as the educational policies aimed at initial teacher education, emphasizing, primarily, the PIBID. Thus, a bibliographic, documentary study and information collection was used, along with former and current participants of the Program, conducted through online forms. The research subjects were: 10 former academics and 02 former area coordinators, who worked at PIBID between 2016 and 2017; and 12 academics and 01 area coordinator, participants between 2018 and 2019. From the analyzes performed, it was observed that PIBID is a prominent program for initial teacher education, bringing significant contributions to its participants, especially graduates, who understand it as a means to experience and experience the reality of elementary schools through teacher bias, strengthening the links between theory and practice. On the other hand, it is observed that this still presents many weaknesses, as it demands the commitment of the HEI teachers, who add the activities directed to the PIBID with their workload, due to its non-institutionalization, besides that, through the teachers' voices. area coordinators, as well as the undergraduates who were part of the Program, it was possible to verify that the activities carried out in schools often occur in precarious situations, since it does not directly articulate with the basic education networks, thus causing situations other than those proposed in its legislation. Therefore, it is understood that PIBID, although with many positive points, still lacks efforts and improvements to actually reach its objectives. |
