A criatividade na formação de professores: o caso do Pibid-Geografia na região do cariri cearense

• Ano de defesa: 2020
• Autor(a) principal: Silva, Carlos Augusto Barros da
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal da Paraíba; Brasil; Geografia; Programa de Pós-Graduação em Geografia; UFPB
• Palavras-chave em Português: PIBID; Criatividade; Formação de professores; Associação; Representação; Creativity; Teacher training; Association; Representation; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS
• Link de acesso: https://repositorio.ufpb.br/jspui/handle/123456789/23446

This research was developed through the understanding that creativity is a human skill, and can be conditioned within the teaching training process. As a stage for our reflections, we use the PIBID space - Institutional Program for Teaching Initiation Scholarships - as a reference point for the elaboration of our questions and research problem. We chose this program, inserted in the reality of Cariri from Ceará, for having, during the years 2014 to 2016, an alternative project whose approach was aimed at creativity under artistic ways. This work, therefore, has as main objective to understand if there were reflexes in the formation offered by PIBID Geography, through the Geographical Installations methodology, in the identification of creative abilities by the ex-fellows participating in the program. For the development of our investigation, we started from a qualitative approach, based on the use of semi-structured interviews, as a way to find in the discursive dimension of the subjects, elements that persisted in their practices. Therefore, we demarcated some criteria that filtered the spectrum of subjects and, of information: among them the time and the permanence in teaching. In addition to the narratives provided under the interviews, we used both the documentary-photographic collection of the aforementioned program, and that of the subjects involved in this research, to support our field of evidence. We were able to verify as resonances of the contributions coming from PIBID, the insertion of didactic strategies mobilized from associative and representative principles, in the practice of these teachers (ex-scholars of the program), as well as the resignification of the notion undertaken about creativity.