O PROGRAMA INSTITUCIONAL DE BOLSA DE INICIAÇÃO À DOCÊNCIA - PIBID - NA AVALIAÇÃO DOS LICENCIADOS DA UNIVERSIDADE ESTADUAL DE PONTA GROSSA, EGRESSOS DO PROGRAMA

Abstract

The object of this thesis is the Institutional Scholarship Teaching Initiation Program – PIBID – developed in the scope of the State University of Ponta Grossa - UEPG. The main objective was analyze the PIBID evaluation performed by graduates from the program who act teaching in the Basic Education, enabling to identify possible influences in their professional performance, due to their participation in the Program. The specific aims were: featuring the PIBID proposed by CAPES for Brazilian Higher education institutions, especially the projects developed in the UEPG; investigating the means of PIBID evaluation attributed by the graduates from the Program; deliberating on PIBID possibilities and weaknesses evidenced in the results from the evaluation process carried out with graduates from the Program; pointing to contributions, perspectives and challenges for development of an initial training for teaching addressed to improve the training processes in bachelor degree and the teaching in schools; presenting advantages and limitations of education programs from the graduates. The research problem was: What is the evaluation that graduates from PIBID carry out on the Program for their initial training and teaching profession? It is based on the theoretical referential about evaluation programs by Vianna (1999, 2005, 2014), Worthen, Sanders e Fitzpatrick (2004), Fernandes (2009b, 2011); and on teachers initial training mainly by Nóvoa (1995a, 1995b, 2002, 2009a), Contreras (2002), Tardif (2012), Marcelo (2009), Gatti and Nunes (2009), Gatti e Barreto (2009, among others. Evaluation theoretical assumptions are based on Rodrigues (1995), in the critical paradigm of evaluation. The research uses the evaluative case study methodology, with the following data collection procedures: documental analysis of Brazilian legislation on the PIBID, institutional and PIBID/UEPG of projects and reports; questionnaires and interviews with graduates in the period from 2010 to 2015; and questionnaires with institutional coordination and fields of the Program. For data analysis, the Content Analysis procedures by Bardin (2002) were used. Peculiarities of PIBID/UEPG were identified, which, in graduates opinion, reaches its objectives. In graduates’ evaluates, the Program contributes significantly for their training, providing reliability and autonomy for teaching performance. Despite the high satisfaction degree with the Program, some weaknesses are pointed: lack of resources; low value of the scholarship; in some cases, difficulties of relationship with schools and supervising professors, lack of dialogue among subprojects that enable actions and reflections really integrated. Evaluation processes during the Program presented training characteristics. The evaluation is Always a challenge, which is intensified when propose carry it out with graduates. There are difficulties to keep in touch with them and to convince them to participate in the evaluation processes.