Programa Institucional de Bolsa de Iniciação à Docência (PIBID) e os licenciados: uma análise sobre as experiências formadoras

Ensino em Revista Pub Date : 2021-05-11 DOI:10.14393/ER-V28A2021-34

S. R. M. Santos, Patricia Maneschy, João Marcos Meneghel de Moraes

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Abstract

The research analyzes the comprehension of the graduates of PIBID Institutional Program of Teaching Initiation Scholarshipin two aspects: the formative process in higher Education Institutions and the experience in schools having as theoretical reference: Tardif (2002), Xavier (2014), Nóvoa (2009, 2017). The study is supported by the Bottom Up model of public policies’ analysis, identifying what was planned and carried out in the implementation (HILL, 2006, MOREIRA, 2016) through a semi-structured questionnaire answered by 28 students. The experiences regarding the initiation to teaching within the school environment help understand the accomplished activities, providing opportunities for collaborative practices among teachers and students. The program also has repercussions in higher education institutions, providing opportunities to rethink the curriculum and the quality of education. As a result of PIBID, the teaching professionalization process as well as the enlargement of the critical view on education in a current context are both positive effects to be highlighted.

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教学启动奖学金机构项目（PIBID）与毕业生：形成经验分析

本研究从高等教育机构的形成过程和作为理论参考的学校经历两个方面分析了PIBID教学启动奖学金制度项目毕业生的理解：Tardif（2002），Xavier（2014），Nóvoa（20092017）。该研究得到了自下而上的公共政策分析模型的支持，通过28名学生回答的半结构化问卷，确定了在实施过程中计划和实施的内容（HILL，2006，MOREIRA，2016）。在学校环境中开始教学的经验有助于理解已完成的活动，为教师和学生之间的合作实践提供机会。该计划也在高等教育机构产生了影响，为重新思考课程和教育质量提供了机会。PIBID的结果是，教学专业化进程以及在当前背景下扩大对教育的批判性观点都是值得强调的积极影响。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Ensino em Revista

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24 weeks