HALISSON KELITON RAMOS DOS SANTOS
AUTHOR: HALISSON KELITON RAMOS DOS SANTOS
TITLE: THE PIBID POSTGRADUATE KNOWLEDGE PRODUCTION IN PHYSICAL EDUCATION AND EDUCATION: LIMITS AND POTENTIALS (A PRODUÇÃO DO CONHECIMENTO SOBRE PIBID NA PÓS-GRADUAÇÃO EM EDUCAÇÃO FÍSICA E EDUCAÇÃO: LIMITES E POTENCIALIDADES)
ADVISOR: Prof. Dr. Michele Silva Sacardo
DEFENSE DATE: 08/23/2018
ABSTRACT:
This is an research analysis on the Institutional Scholarship Program for Teaching Initiation-Pibid/Physical Education produced in the Stricto Sensu Physical Education and Education Postgraduate Program in Brazil, from 2009 to 2016, considering the epistemological, gnosiological and ontological Based on Marxian and Marxist social theory, this research focused on the following problem: What is the existing relationship and/or what is the implication of the adoption, in the production of knowledge about Pibid Physical Education, of a certain conception of teacher education for apprehension and critical explanation of a given public policy on teacher education (Pibid)? As for the methodology, this is a documentary bibliographic research whose survey was performed in the digital databases of dissertations and theses. Eighteen researches were then located, of which 14 took as their object Pibid Physical Education, in stricto sensu programs of the referred areas. Regarding the research results, they point out that the concept of teacher education counteracts the explanations of the authors of the dissertations and thesis, since it was clear that, depending on the chosen teacher education conception, closely linked to the conception of education, In the world there are implications, directly and indirectly, in the way scientific work analyzes and explains a given educational policy. It was found that 71.4% (n = 10) of 14 studies adopted Pibid Physical Education adopted learning-to-learn pedagogies, expressed in the context of teacher education, reflective teacher, linked to the epistemology of postmodern practice and ideology. Of this total, 28.5% (n = 4) is linked to Marxist theory. It follows, therefore, that: 1) regardless of how earthly responses are tactically placed in the transition, one should never leave the defense of a historical project that advances qualitatively in relation to the current mode of production; 2) already in relation to Pibid, not forgetting that it is part of a wider social totality, tactically defends the “transitory” permanence of programs like Pibid, since this analysis and part of the research about the program, and the Educators themselves, their scientific and trade union entities, have shown that fragmented and isolated actions at one or another point of initial and continuing education, working conditions, and career and remuneration of education professionals have been insufficient. Thus, it's recommended that Pibid proposals to be developed at universities and their respective teacher training courses “must” be “inexorably” articulated with the political-pedagogical proposal of the training courses; 3) that fragmented programs, such as Pibid, can give rise to a global policy of valorization and professionalization of educators, a flag of struggle of educators and their entities for decades. These are conditions that contribute to strengthen an emancipatory education.
