Josiane Lopes Medeiros
REFERENCE: MEDEIROS, Josiane Lopes. O PIBID E A FORMAÇÃO DO PROFESSOR DE CIÊNCIAS NO INSTITUTO FEDERAL GOIANO - CÂMPUS RIO VERDE: AVANÇOS, LIMITES E PERSPECTIVAS. 2015. 196 f. Dissertação (Mestrado em Educação) - Universidade Federal de Goiás, 2015.
AUTHOR: Josiane Lopes Medeiros
TITLE: PIBID AND SCIENCE TEACHER TRAINING IN THE GOIAN FEDERAL INSTITUTE - RIO VERDE CAMPUS: ADVANCES, LIMITS AND PROSPECTS (O PIBID E A FORMAÇÃO DO PROFESSOR DE CIÊNCIAS NO INSTITUTO FEDERAL GOIANO - CÂMPUS RIO VERDE: AVANÇOS, LIMITES E PERSPECTIVAS)
ADVISOR: Prof. Dr. Luciene Lima de Assis Pires
CONCENTRATION AREA: Education
RESEARCH LINE: Educational Policies, Management and Teacher Training
DEFENSE DATE: 08/28/2015
ABSTRACT:
This study is linked to Educational Policies, Management and Teacher Training research line of the Education Postgraduate Program of the Federal University of Goiás - Jataí Regional. The aim of the study was to analyze the implications of the Institutional Scholarship Program for Teaching Initiation (PIBID) at the Federal Goian Institute of Education, Science and Technology - Rio Verde Campus (IF Goiano RV), the advances, the limits, the challenges, the perspectives and the program's role in the formation of the science teacher. Given this, the theme was investigated in its historicity, analyzing educational policies for teacher education in Brazil, from the first Lula da Silva Government (2003-2006) until July 2015, and the perceptions of 38 actors involved, 16 current Pibid scholarship holders, 10 supervising teachers of public Basic Education and 12 graduating students; situating the issues in the context of a teacher education, in the unitary perspective. The methodological approach used in the research was qualitative and the data collected were analyzed according to the assumptions of content analysis, in order to understand the different constitutive aspects of training. In addition to the literature review, we conducted a field research with the application of a questionnaire to 26 current Goian IF RV Pibid fellows and 12 graduates. For the analysis of the obtained data, it was considered political and theoretical aspects that influence the teacher formation, the educational policies of teacher formation and the documents that regulate the PIBID as well as the perception of the researched subjects. The study revealed consensus and contradictions in the laws that regulate teacher education in Brazil, pointing out that PIBID is understood as a form of teacher appreciation and as one of the main initiatives of the Coordination for the Improvement of Higher Education Personnel (CAPES) for initial education. and continued. The research evidenced teaching as a work that, as such, reveals a specific, quality formation, with a curriculum that allows the teacher to understand the historical, social and political dimension of his role in the context and historical construction of his struggles, duties and achievements. This would be to conceive of teacher education in a unitary perspective, which implies recognizing the importance of both initial and continuing education, as well as the processes of salary, social, career, and concrete working conditions. From the results achieved, we highlight limits and possibilities in the initiation model represented by PIBID: limits regarding the concern of future teachers regarding: career enhancement, social prestige, lack of structure and stimulation by teachers , lack of resources and problems with the school management view of PIBID and its scholarship holders; and possibilities for allowing a coexistence mediated by theory and practice, as well as the mediation between the formative IES and the schools of Basic Education.
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