Programa Institucional de Bolsa de Iniciação à Docência (PIBID) como tempo e espaço de formação: uma análise do subprojeto PIBID/Educação Física da Universidade Federal dos Vales do Jequitinhonha e Mucuri (UFVJM)

• Ano de defesa: 2015
• Autor(a) principal: Claudia Mara Niquini
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação: Conhecimento e Inclusão Social; Educação
• Link de acesso: http://hdl.handle.net/1843/BUBD-A3HESJ

This research aimed to comprehend the Physical Education teacher formation in the Institutional Program for Scholarships Teaching Initiation (PIBID). Our analyses object was the PIBID at the Vales do Jequitinhonha e Mucuri Federal University (UFVJM), edict 2011-2013, specifically, the subproject PIBID-Physical Education (PIBID-EFI). We proposed to reflect about a perceptible logic of the capitalism´s productive power interfering on global and local teacher´s formation, on which scholarship and proposals facilitate specifics actions that flow into scholar institutions. To comprehend the teaching activity and the experiences acquired during the teacher´s interaction and future teachers (undergraduate students), we counted in with four public Physical Education teachers, greeted by PIBID/UFVJM and fifteen scholarship students in the program of teaching initiation PIBID/EFI (ID). In relation to the research procedures, it was used the documents analyses, field observation and focal groups use. In some analyses it was possible to perceive that the activities developed by PIBID-EFI propitiate direct contact of the scholarship students, just in the beginning of its course, with public school, its context, its day-to-day, its students; it stimulated the initiative and the creativity; it proportionated planning and didactic materials; it also incited the investigative spirit; and contributed over all, to a qualified formation of the future teacher accordingly with the teacher in work situation. In the same way, the PIBID urged the university in the basic education tensions, especially about the schools structures, the work conditions and the teaching perspectives to this segment, which carried the undergraduate student to ask about his future as a teacher in school place. However, we highlight the PIBID importance to all evolved, especially because it articulates (with financial, human and pedagogical sources) the school, the university, the teachers in work situation and the undergraduate student, Thus, we perceived an effort of the program to equalize some basic teaching demands, where physical educations is inserted. And, in this scenario, we consider irrefutable the investments in objective conditions of schools and its teachers, further on PIBID, due to the program incapacity to finish questions that were historically constructed in basic educational context in country. On the other hand, we are pointing on the PIBID relevance in the reported juncture, congregating different areas, teacher´s, undergraduate students and institutions. Finally, we glimpse the PIBID impacting the school and the basic teaching program and these provoking the graduate teaching and the program referred, in an opportune and relevant correlation to Brazilian education and its future teachers.