Programa Institucional de Bolsas de Iniciação à Docência (PIBID) em História no Paraná: uma análise das concepções de formação de professores (2011-2017)

Abstract

In the last decades, much has been discussed about the initial teacher training, its impasses and challenges, and public policies were thought that would fill the gap in the initial formation of the future teachers. Therefore, one of these forms of investment in training was the PIBID (Institutional Scholarship Initiative Program), created by the federal government in 2007, which allowed scholarship recipients to experiment directly with the public school since graduation. In Paraná, the subprojects were generally introduced between 2011 and 2013, so the cut of this research is centered from 2011 to 2017, since that year ended the first public announcement, to start a new one in the second half of 2018. Knowing the importance and comprehensiveness of the PIBID of History in Paraná, the present research proposed to analyze the theoretical and practical aspects of the project in the State. Fifteen subprojects of public and private institutions, UEL, UEM, UENP, UEPG, UNESPAR, UNICENTRO, UNIOESTE, UFPR and PUCPR will be analyzed starting from the reflections on Teaching History and Teacher Training. The focus of this paper is to understand the context of influence, the context of the production of the text, and the context of the practice of subprojects, categorizing the results obtained. To understand the historical-pedagogical approaches from the theoretical-methodological assumptions of History Teaching, the institutional sub-projects sent to CAPES, institutional blogs/fan pages/sites, and the academic productions of those involved in each subproject. The purpose is to investigate the theoretical references present in the subprojects, to identify convergences and dissonances between institutions and to analyze the proposed actions together with the practices in the schools and institutions reached. There were 820 productions, among chapters of books, scientific articles, complete works in annals of events, expanded abstracts and technical-scientific, that led to the perception that the systematics of work, the preponderant themes and the conception of the program come from the figure of the coordinators, who interpreted politics through their understanding and acted in different ways with the purpose of forming the history teacher. It is important to make clear that these productions are the representations made by the subjects about their practices, which did not necessarily address all the subprojects. In addition, conceptions for Teaching History and Teacher Training were explicit in the choice of topics, in the way of working in articulation with the school, and in what it considered to be PIBID in the initial training of undergraduate scholars.