Avaliação das (re)configurações do PIBID de História no Paraná pelos coordenadores de área (2011- 2020)

Abstract

This thesis was developed from the following guiding question: What were the (re)configurations of PIBID during 2011 to 2020 evidenced in the evaluation of the area coordinators of History PIBID in Paraná? The general objective of the research was to analyze the (re)configurations of the History PIBID developed in Paraná universities from the evaluation of the Program by the area coordinators active between 2011 to 2020. The argument of this thesis is to demonstrate from the sources and data production as a non-institutionalized policy PIBID enabled coordinators to interpret the Program from the individual and collective habitus of the agents who even from different backgrounds and conceptions, had in common the clashes and challenges experienced in the field of History teacher education and the specificities of Education policies in the brazilian context. The theory of policy and program evaluation oriented by/for a social agenda, concepts of bourdieusian theory and decolonial perspectives underpinned this qualitative research whose empirical field consisted of sixteen History PIBID subprojects implemented in Higher Education Institutions (HEI) in Paraná. The participants were the coordinators of the subprojects selected through an intentional sampling. The procedures used to produce the data were document analysis and online questionnaires. The methodology of Discursive Textual Analysis was used in the treatment, organization and analysis of the data from the answers to the questionnaires, through which the evaluated dimensions related to the PIBID of History emerged: coordination; elaboration of the subproject; implantation and implementation

in HEI and schools; results and effects of the Program; (re)configurations and self- assessment of the coordinators about the performance in the subproject. Among the

main results of the thesis, we highlight: the (re)configurations identified were mainly due to changes in government policies as a Program was not institutionalized as a State policy; the training of a significant portion of coordinators was not directly associated with History Teaching/Teacher Training, therefore, it generated difficulties in the elaboration of the subprojects; obstacles and potentialities were presented in the university-school relationship and in the curricular structure of the History discipline in force in schools; the Program highlighted the challenges and clashes of agents in the field of History teacher training and the lack of PIBID evaluations that considered the specificities of the contexts of subprojects' performance as a Program that integrates a national policy of initial teacher training. Finally, it is considered that the evaluation guided by/for a social agenda of the History PIBID in Paraná highlighted the reality of educational policies in Brazil, which seek through subsidies to deal with other problems arising from the context of a country that suffers the marks of coloniality.