DIALOGUES BETWEEN PIBID AND PEDAGOGICAL RESIDENCE:
CONTRIBUTIONS TO STARTING TEACHING TRAINING
Training processes. Starting formation. PIBID. Pedagogical Residence.
This ongoing study is part of the research line: Formative Processes and Educational Policies, of the Graduate Program in Education, from the Graduate Program in Education, of Instituto Federal Catarinense - Campus Camboriú. The study aims to understand how experiences in the context of initial training of ID fellows / residents participating in the PIBID and Pedagogical Residency Programs at IFC contribute to initial teacher training. The study is based on the epistemological basis of qualitative research (MINAYO, 2010), from an analytical-descriptive perspective (GOMES, 2008) with interpretative characteristics (GIL, 1999). The object of study are the ID Programs PIBID and RP. The participating subjects are one hundred (100) students of the IFC Degree courses with ID scholarship ID/ residents of the PIBID and RP Programs. In this context, the following research instruments were used: the semi-structured questionnaire (GIL, 1999) and the focus group (GATTI, 2012). As data analysis, Content Analysis was used (BARDIN, 2011). The theoretical discussion is sed on bibliographic and documentary research, and on authors such as (TARDIF, 2012; NÓVOA, 1995; 2009; MARCELO GARCIA, 1999; GATTI, 2014; 2016; DEMO, 2005; 2006; 2015). In the study, we discussed how the ID Programs have been constituted as Public Policy for the formation of Teachers in the valuation of degrees and contributions in the initial teacher education. The elaboration of the research considerations are being in progress.