Políticas públicas de formação de professores: uma análise a partir do contexto PIBID/UEPG

Abstract

PIBID was created in Brazil in December 2007, offering teaching initiation scholarships, to contribute to the initial and continued formation of teachers of Brazilian basic education. nowadays, we can highlight that PIBID has been configured as a prominent public policy in teacher education in Brazil. The activities of the PIBID program originate reflections on their action in the teaching career in this transitional process between the actions developed at the university, at school and the interaction between the scholarship holders. About all this context aroused the following question: What is the view created on the initial formation of the scholarship students from the context experienced in PIBID? Seeking answers to these questions, this paper aims to investigate the contributions of PIBID in the initial formation of the undergraduate scholarship holders working at the Ponta Grossa State University to teaching at the Ponta Grossa State University. The theoretical framework, used to characterize the formation of undergraduates in the PIBID context, starts from the concepts of teacher professional education, more specifically the teaching knowledge and reflection on the teaching practice. In development of the thesis, the data collection was divided into two stages: the first one consisted of the application of questionnaires to the 233 research subjects who were, undergraduates from each sub project. In the second stage of collection, the data were complemented by holding discussion groups with scholarship scholars with the participation of scholarship students. For the organization and analysis of the data, in our research of quantitative and qualitative nature, we rely on the methodology of discursive textual analysis, associated with cluster analysis and techniques of social representations. The clustering of emerging categories of questionnaire data indicated the presence of 10 groupings of undergraduates with similar formative characteristics. The application of the methodology of social representations indicated a formative path similar to the results of elementary signifies resulting from discursive textual analysis and clusters. Based on the results, we conclude our thesis indicating that living in the PIBID context provides the strengthening of six training pillars of the program participants: Collaborative Training, Differentiated Training, Pedagogical Practice Training, Reflective Training, and Human Training.