Efeitos do PIBID nos cursos de licenciatura do Campus Professor Alberto Carvalho/UFS: estudo comparativo entre egressos participantes e não participantes do programa durante e depois da formação inicial

• Ano de defesa: 2018
• Autor(a) principal: Jesus, Jairton Mendonça de
• Orientador(a): Freitag, Raquel Meister Ko.
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Programa de Pós-Graduação: Pós-Graduação em Educação
• Palavras-chave em Português: Educação permanente; Prática de ensino; Educação e ensino; Políticas públicas; Formação inicial docente; Programa Institucional de Bolsas de Iniciação à Docência (PIBID); Prática docente; Bolsa manutenção; Bolsa permanência
• Palavras-chave em Inglês: Public policies; Initial teacher training; Teaching practice; Maintenance scholarship; Permanency scholarship
• Palavras-chave em Espanhol: Formación inicial docente; Práctica docente; Beca de mantenimiento; Beca permanencia
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://ri.ufs.br/jspui/handle/riufs/10951

The aim of this research was to evaluate the effectiveness of the Teaching Initiation Scholarship Program (in Portuguese, Pibid) in the training of a sample of graduates of the seven undergraduate courses of the Professor Alberto Carvalho campus of the Federal University of Sergipe: Biological Sciences, Physics, Geography, Language Studies (Portuguese), Mathematics, Pedagogy and Chemistry. Using the Survey Method, we did the triangulation of documentary data, statistical data samples and collected among the target population. The program, although currently formally characterized as a teacher training policy, was originally characterized as a student assistance policy, since Capes selected projects that gave preference to students who had graduated from the public basic education system or with per capita family income up to 1.5 minimum wages. In this research, this trait was not removed, since 83.23% (134 out of 161) of the sampled students who participated in the program remained in the course with funds partially or totally derived from the scholarship. The program also had an effect on their practical training during the beginning of their courses. By means of descriptive statistics, we verified that, when comparing participants and non participants of the program, there was a statistically significant difference in the average of the last supervised stage, with advantage for the group participating in the program, which indicates its effects in this variable, but there was no significant difference in the general formation, represented by the Weighted Mean, and in indicators that measure the course time (regularity index, semesters spent in the course and semesters over regular time). Through the application of the instrument of data collection, we found that we had obtained a percentage higher than what actually existed in the calculation of permanence among the Pibid members. After the data collection, we verified that the permanency rate among the graduates of the program was 13.04%, of which slightly more than 1/3 as a result of the activities under the program as motivation to continue in the course and almost ⅔ as financial need to continue in the course. Regarding continuing education, we verified that graduates who obtained a better academic performance during graduation, regardless of whether or not they had participated in the program(s) during the undergraduate course, moved forward to postgraduate studies. This same result was verified in relation to the insertion of the graduates in the job market as teachers: variables such as opportunity and better performance during graduation were decisive for the latter results.