Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education

Detalhes bibliográficos
Autor(a) principal: Paula, João Paulo de Oliveira
Data de Publicação: 2021
Outros Autores: Viana, Larissa Carvalho, Corrêa, Carla Patrícia Quintanilha
Tipo de documento: Artigo
Idioma: por
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: https://doi.org/10.34632/investigacaoeducacional.2020.9687
Resumo: This article aims to investigate the potential of the Institutional Teaching Initiation Scholarship Program (PIBID) to provide innovation and change in the context of Brazilian education, from the analysis of its implications for the professional practice of teachers and volunteers who participate in it. PIBID is geared towards valuing teacher education, enabling students to approach undergraduate courses in the daily lives of public schools of Basic Education, with a view to stimulating reflection and observation of teaching practice within these institutions. With the aid of theoretical contributions such as Francisco Imbernón, Bernardete Gatti, Marcos Masetto, Paulo Freire and others, we seek to present the idea of innovation in the educational environment to contextualize it within the scope of PIBID. For this, two semi-structured interviews were conducted with members of the program. The results indicate that PIBID has a significant potential for innovation and educational change, as it enables the role of teachers in teacher training.
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spelling Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian educationProtagonismo docente em um programa de iniciação à docência: caminhos para a inovação e mudança na educação brasileiraThis article aims to investigate the potential of the Institutional Teaching Initiation Scholarship Program (PIBID) to provide innovation and change in the context of Brazilian education, from the analysis of its implications for the professional practice of teachers and volunteers who participate in it. PIBID is geared towards valuing teacher education, enabling students to approach undergraduate courses in the daily lives of public schools of Basic Education, with a view to stimulating reflection and observation of teaching practice within these institutions. With the aid of theoretical contributions such as Francisco Imbernón, Bernardete Gatti, Marcos Masetto, Paulo Freire and others, we seek to present the idea of innovation in the educational environment to contextualize it within the scope of PIBID. For this, two semi-structured interviews were conducted with members of the program. The results indicate that PIBID has a significant potential for innovation and educational change, as it enables the role of teachers in teacher training.Este artigo objetiva investigar a potencialidade do Programa Institucional de Bolsa de Iniciação à Docência (PIBID) em proporcionar inovação e mudança no contexto da educação brasileira, a partir da análise de suas implicações para a prática profissional de professores e voluntários que dele participam. O PIBID está voltado à valorização da formação de professores, possibilitando sua aproximação de alunos dos cursos de licenciatura do cotidiano das escolas públicas de Educação Básica, visando estimular a reflexão e observação da prática docente dentro dessas instituições. Com o auxílio de aportes teóricos, tais como Francisco Imbernón, Bernardete Gatti, Marcos Masetto, Paulo Freire e outros, busca-se apresentar a ideia de inovação no ambiente educacional para contextualizá-la no âmbito do PIBID. Para isso, foram realizadas duas entrevistas semiestruturadas com integrantes do Programa. Os resultados indicam que o PIBID apresenta significativo potencial de inovação e mudança educacional, na medida em que possibilita o protagonismo docente na formação de professores.Universidade Católica Portuguesa2021-01-22T00:00:00Zjournal articleinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://doi.org/10.34632/investigacaoeducacional.2020.9687oai:ojs.revistas.ucp.pt:article/9687Revista Portuguesa de Investigação Educacional; n. 20 (2020): Inovação e mudança em educação; 119-1422182-46141645-400610.34632/investigacaoeducacional.2020.n20reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPporhttps://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/9687https://doi.org/10.34632/investigacaoeducacional.2020.9687https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/9687/9451Direitos de Autor (c) 2020 João Paulo de Oliveira Paula, Larissa Carvalho Viana, Carla Patrícia Quintanilha Corrêahttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPaula, João Paulo de OliveiraViana, Larissa CarvalhoCorrêa, Carla Patrícia Quintanilha2022-05-24T16:54:59Zoai:ojs.revistas.ucp.pt:article/9687Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T14:58:00.990053Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse
dc.title.none.fl_str_mv Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education
Protagonismo docente em um programa de iniciação à docência: caminhos para a inovação e mudança na educação brasileira
title Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education
spellingShingle Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education
Paula, João Paulo de Oliveira
title_short Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education
title_full Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education
title_fullStr Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education
title_full_unstemmed Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education
title_sort Teaching protagonism in a teaching initiation program: pathways to innovation and change in brazilian education
author Paula, João Paulo de Oliveira
author_facet Paula, João Paulo de Oliveira
Viana, Larissa Carvalho
Corrêa, Carla Patrícia Quintanilha
author_role author
author2 Viana, Larissa Carvalho
Corrêa, Carla Patrícia Quintanilha
author2_role author
author
dc.contributor.author.fl_str_mv Paula, João Paulo de Oliveira
Viana, Larissa Carvalho
Corrêa, Carla Patrícia Quintanilha
description This article aims to investigate the potential of the Institutional Teaching Initiation Scholarship Program (PIBID) to provide innovation and change in the context of Brazilian education, from the analysis of its implications for the professional practice of teachers and volunteers who participate in it. PIBID is geared towards valuing teacher education, enabling students to approach undergraduate courses in the daily lives of public schools of Basic Education, with a view to stimulating reflection and observation of teaching practice within these institutions. With the aid of theoretical contributions such as Francisco Imbernón, Bernardete Gatti, Marcos Masetto, Paulo Freire and others, we seek to present the idea of innovation in the educational environment to contextualize it within the scope of PIBID. For this, two semi-structured interviews were conducted with members of the program. The results indicate that PIBID has a significant potential for innovation and educational change, as it enables the role of teachers in teacher training.
publishDate 2021
dc.date.none.fl_str_mv 2021-01-22T00:00:00Z
dc.type.driver.fl_str_mv journal article
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dc.identifier.uri.fl_str_mv https://doi.org/10.34632/investigacaoeducacional.2020.9687
oai:ojs.revistas.ucp.pt:article/9687
url https://doi.org/10.34632/investigacaoeducacional.2020.9687
identifier_str_mv oai:ojs.revistas.ucp.pt:article/9687
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dc.relation.none.fl_str_mv https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/9687
https://doi.org/10.34632/investigacaoeducacional.2020.9687
https://revistas.ucp.pt/index.php/investigacaoeducacional/article/view/9687/9451
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dc.publisher.none.fl_str_mv Universidade Católica Portuguesa
publisher.none.fl_str_mv Universidade Católica Portuguesa
dc.source.none.fl_str_mv Revista Portuguesa de Investigação Educacional; n. 20 (2020): Inovação e mudança em educação; 119-142
2182-4614
1645-4006
10.34632/investigacaoeducacional.2020.n20
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