Banca de DEFESA: JULIANA GUÉRIOS

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : JULIANA GUÉRIOS
DATE: 19/05/2021
TIME: 09:30
LOCAL: https://meet.google.com/pzx-equf-qxm
TITLE:

Dialogues between PIBID and Pedagogical Residency: impacts on initial teacher training

KEY WORDS:

PIBID; Pedagogical Residence; Initial formation; Formative Processes; Educational Policies

PAGES: 223
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SUMMARY:

This study is part of the line of research: Formative Processes and Educational Policies, of the Graduate Program in Education, from the Federal Catarinense Institute - Camboriú Campus. This research aims to understand how the experiences of ID fellows / residents participating in the PIBID and Pedagogical Residency Programs of IFC impact on initial teacher training. The study has a qualitative approach, from an analytical-descriptive perspective, with an interpretive characteristic. The object of study is the PIBID and RP ID Programs. The participating subjects are one hundred (100) students of the IFC Degree courses, ID scholarship holders / residents of the PIBID and RP Programs. In this context, the following research instruments were used: the semi-structured questionnaire and the focus group. As a data analysis procedure, the Content Analysis technique was used (BARDIN, 2011). The theoretical discussion is based 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). The profile of the participants in the ID programs they are young, single and live with their family. They are largely students in the PIBID group. The majority of RP residents are young workers. Five categories of analysis were created, based on the data collected in the focus groups. With regard to the category: Insertion in the Public School: approximation with the teaching practices of the daily school life, it was evidenced that the experiences within the school environment provided by the PIBID and RP programs are presented as qualified training spaces and develop a praxis from the insertion of the students. ID scholarship holders / public school residents. In relation to the category: Articulation Theory and Practice: experiences in the R&D programs, we identified that the pedagogical practices developed in the R&D Programs enable activities such as planning, creating, elaborating, executing and reflecting, becoming significant actions during the initial formative process, expanding the dialogue between the theoretical knowledge learned in higher education courses and the pedagogical practices developed in R&D programs. In the category: Construction of Knowledge: Collective actions / Use of technologies and production of materials / Research as a scientific and training principle, collective and supervised actions are related to the feeling of security, in addition to causing teamwork, through research and reflection providing opportunities for the elaboration of activities; The use of technological resources and the creation of alternative materials are also exposed as moments related to the use of new methods and methodologies, developing skills such as: research, creation and personal development; From the data analyzed, it was found that the research presents itself as a scientific and formative principle in the elaboration of the teaching practices carried out in the R&D programs. In category: Experiences, possibilities and dilemmas of being / feeling a teacher, it was evident that for most ID / resident scholarship holders, the PIBID and RP programs contribute to the construction of professional identity, positively influencing the choice of teaching career. In the last category analyzed: Insurgencies: other dialogues about R&D programs, it was inferred that the inclusion of BNCC in the PIBID and RP programs was used for reading and reasoning, in order to guide and not reduce the pedagogical practices related to the programs of ID; as for mandatory hours, some residents stated that they were able to reconcile well with their routines, however, it was not a consensual statement, especially for the 'working students', who observe a somewhat tiring routine and cannot dedicate themselves with quality to the program. And in relation to the internship, it is concluded that the IFC seeks to provide integration in relation to the supervised curricular internship and the teaching reality, despite some limitations. In comparison to the internship, the residents understand the PR as an option that allows the use of more significant methodologies, as it brings together Higher Education and Basic Education, causing experiences that suggest providing more security in the teaching work. It was also inferred, from the data analyzed, that the RP develops more activities based on research as a scientific and training principle than the internships, by stimulating teaching actions, resulting in more significant experiences, which become theoretical-practical framework for their future profession. We consider, based on the data analyzed, that the R&D programs are linked to the IFC's formative curriculum promoting the partnership between Higher Education - Basic Education, aimed at teacher training based on research, emancipation and autonomy. The Programs cultivate authorship, self-elaboration and reconstructive questioning when they promote experiences of insertion in the school by developing teaching actions that link theory and practice.

BANKING MEMBERS:
Presidente - 2764188 - ALEXANDRE VANZUITA
Interna - 2773007 - IDORLENE DA SILVA HOEPERS
Externa à Instituição - TÂNIA REGINA RAITZ - UVI