Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFSCAR |
Texto Completo: | https://repositorio.ufscar.br/handle/ufscar/15202 |
Resumo: | The beginning of teaching reveals itself as a phase under construction, permeated by challenges, perspectives and knowledge mobilized by teachers from different sources (historicity, training, experience). It is a transitional phase between initial training and professional practice considered decisive in the teaching career and, therefore, requires a look at research and discussions in the area. In view of this premise and aiming to collaborate with the deepening of research in this field, this study aims to analyze the parallelism between PIBID and professional knowledge, through the eyes of program graduates, contributing to the advancement of research in the field of teacher professionalization. The research outline is focused on the analysis of 15 beginning teachers, graduates of the Pedagogy/UFSCar course and who participated in the program, starting from the question about: what is the perspective of beginning teachers in relation to the professional knowledge that emerges from the actions of the PIBID/UFSCar Pedagogy and do they contribute to the initial training and professional performance of teachers at the beginning of their career? To answer this question, we will use as theoretical contributions and researchers in the area: Bozzini et al. (2018), Cruz et al. (2014), Gatti et al. (2014) and Sousa (2012; 2010) to discuss the historicity and contributions of PIBID; Tardif (1991, 2000, 2002) and Nóvoa (2009; 2019a; 2019b), to discuss teaching knowledge; Oliveira (2011), Mizukami, et al. (2014), for the discussion about teachers starting their careers. A qualitative research was carried out (BOGDAN AND BIKLEN, 1991; LUDKE AND ANDRÉ, 1986), and an exploratory-descriptive study (GIL, 2008; SELLTIZ et al. 1965), developed through questionnaires, with open and closed questions aimed at graduates in Pedagogy – UFSCar, PIBID graduates who participated in the program between 2015 and 2017. Based on these theoretical references, the data were analyzed and organized into five axes of analysis – identity profile of the participants; professional profile of the participants; vision of initial formation; view on participation in PIBID; vision of the experience/beginning of teaching. The results of the study show how the program offers numerous contributions to initial training and insertion into the teaching career, strengthening the parallel between training and profession; the construction of experiential knowledge enhanced by disciplinary and curricular knowledge; reflection on pedagogical practice; the use of different methodologies; the search for different teaching proposals and, consequently, greater security at the beginning of teaching. |
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Joi, Stephanie GonçalvesOnofre, Márcia Reginahttp://lattes.cnpq.br/7176529351192598http://lattes.cnpq.br/984018536296472676d06d10-77d2-495e-8cd1-33817e0a328c2021-11-30T12:07:51Z2021-11-30T12:07:51Z2021-08-17JOI, Stephanie Gonçalves. Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15202.https://repositorio.ufscar.br/handle/ufscar/15202The beginning of teaching reveals itself as a phase under construction, permeated by challenges, perspectives and knowledge mobilized by teachers from different sources (historicity, training, experience). It is a transitional phase between initial training and professional practice considered decisive in the teaching career and, therefore, requires a look at research and discussions in the area. In view of this premise and aiming to collaborate with the deepening of research in this field, this study aims to analyze the parallelism between PIBID and professional knowledge, through the eyes of program graduates, contributing to the advancement of research in the field of teacher professionalization. The research outline is focused on the analysis of 15 beginning teachers, graduates of the Pedagogy/UFSCar course and who participated in the program, starting from the question about: what is the perspective of beginning teachers in relation to the professional knowledge that emerges from the actions of the PIBID/UFSCar Pedagogy and do they contribute to the initial training and professional performance of teachers at the beginning of their career? To answer this question, we will use as theoretical contributions and researchers in the area: Bozzini et al. (2018), Cruz et al. (2014), Gatti et al. (2014) and Sousa (2012; 2010) to discuss the historicity and contributions of PIBID; Tardif (1991, 2000, 2002) and Nóvoa (2009; 2019a; 2019b), to discuss teaching knowledge; Oliveira (2011), Mizukami, et al. (2014), for the discussion about teachers starting their careers. A qualitative research was carried out (BOGDAN AND BIKLEN, 1991; LUDKE AND ANDRÉ, 1986), and an exploratory-descriptive study (GIL, 2008; SELLTIZ et al. 1965), developed through questionnaires, with open and closed questions aimed at graduates in Pedagogy – UFSCar, PIBID graduates who participated in the program between 2015 and 2017. Based on these theoretical references, the data were analyzed and organized into five axes of analysis – identity profile of the participants; professional profile of the participants; vision of initial formation; view on participation in PIBID; vision of the experience/beginning of teaching. The results of the study show how the program offers numerous contributions to initial training and insertion into the teaching career, strengthening the parallel between training and profession; the construction of experiential knowledge enhanced by disciplinary and curricular knowledge; reflection on pedagogical practice; the use of different methodologies; the search for different teaching proposals and, consequently, greater security at the beginning of teaching.O início da docência revela-se como uma fase em construção, permeada por desafios, perspectivas e saberes mobilizados pelos professores, provenientes de diferentes fontes (historicidade, formação, experiência). É uma fase de transição entre a formação inicial e o exercício profissional considerada decisiva na carreira docente e, que, portanto, exige um olhar de pesquisas e discussões na área. Tendo em vista esta premissa e visando colaborar com o aprofundamento de pesquisas nesse campo, objetivamos com este estudo, analisar o paralelismo entre o PIBID e os saberes profissionais, por meio do olhar dos egressos do programa, contribuindo com o avanço de pesquisas no campo da profissionalização docente. O recorte da pesquisa está voltado para a análise de 15 professores iniciantes, egressos do curso de Pedagogia/UFSCar e que foram participantes do programa, partindo do questionamento sobre: qual é a ótica dos professores iniciantes em relação aos saberes profissionais que emergem das ações do PIBID/Pedagogia UFSCar e contribuem para a formação inicial e atuação profissional de docentes em início de carreira? Para responder a esse questionamento utilizaremos como aportes teóricos e pesquisadores da área: Bozzini et al. (2018), Cruz et al. (2014), Gatti et al. (2014) e Sousa (2012; 2010) para discutir a historicidade e contribuições do PIBID; Tardif (1991, 2000, 2002) e Nóvoa (2009; 2019a; 2019b), para discutir os saberes docentes; Oliveira (2011), Mizukami, et al. (2014), para a discussão sobre professores em início de carreira. Foi realizada uma pesquisa de natureza qualitativa (BOGDAN E BIKLEN, 1991; LUDKE E ANDRÉ, 1986), e um estudo exploratório-descritivo (GIL, 2008; SELLTIZ et al. 1965), desenvolvido por meio de questionários, com questões abertas e fechadas direcionadas aos licenciados em Pedagogia – UFSCar, egressos do PIBID que participaram do programa entre os anos de 2015 e 2017. A partir desses referenciais teóricos, os dados foram analisados e organizados em cinco eixos de análise – perfil identitário dos participantes; perfil profissional dos participantes; visão sobre a formação inicial; visão sobre a participação no PIBID; visão sobre a experiência/início da docência. Os resultados do estudo apontam o quanto o programa oferece inúmeras contribuições à formação inicial e a inserção a carreira docente fortalecendo o paralelismo entre formação e profissão; a construção dos saberes experienciais potencializados pelos saberes disciplinares e curriculares; a reflexão da prática pedagógica; a utilização de metodologias diferenciadas; a busca por diferentes propostas de ensino e consequentemente, uma maior segurança no início da docência.Não recebi financiamentoporUniversidade Federal de São CarlosCâmpus São CarlosPrograma de Pós-Graduação Profissional em Educação - PPGPEUFSCarAttribution-NonCommercial-NoDerivs 3.0 Brazilhttp://creativecommons.org/licenses/by-nc-nd/3.0/br/info:eu-repo/semantics/openAccessPIBID-pedagogiaSaberesInício da docênciaPIBID-pedagogyKnowledgeBeginning of teachingCIENCIAS HUMANASCIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEMPibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreiraPibid and professional knowledge: an analysis of this parallelism from the perspective of teachers starting their careersinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis6006009f774bc9-76e4-4b05-b1ba-83da72f68cacreponame:Repositório Institucional da UFSCARinstname:Universidade Federal de São Carlos (UFSCAR)instacron:UFSCARORIGINALDISSERTAÇÃO STEPHANIE GONÇALVES JOI - VERSÃO FINAL.pdfDISSERTAÇÃO STEPHANIE GONÇALVES JOI - VERSÃO FINAL.pdfDissertação Stephanie G Joi - versão finalapplication/pdf1722003https://repositorio.ufscar.br/bitstream/ufscar/15202/1/DISSERTA%c3%87%c3%83O%20STEPHANIE%20GON%c3%87ALVES%20JOI%20-%20VERS%c3%83O%20FINAL.pdf04158ae38b00007845442f03b3d02f79MD51Carta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdfCarta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdfapplication/pdf184119https://repositorio.ufscar.br/bitstream/ufscar/15202/5/Carta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdf23f6a67373b312eeb36cea7838f98fbaMD55CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8811https://repositorio.ufscar.br/bitstream/ufscar/15202/6/license_rdfe39d27027a6cc9cb039ad269a5db8e34MD56TEXTDISSERTAÇÃO STEPHANIE GONÇALVES JOI - VERSÃO FINAL.pdf.txtDISSERTAÇÃO STEPHANIE GONÇALVES JOI - VERSÃO FINAL.pdf.txtExtracted texttext/plain354874https://repositorio.ufscar.br/bitstream/ufscar/15202/7/DISSERTA%c3%87%c3%83O%20STEPHANIE%20GON%c3%87ALVES%20JOI%20-%20VERS%c3%83O%20FINAL.pdf.txtc1f4657562c6b0b25e852d2a783b9e72MD57Carta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdf.txtCarta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdf.txtExtracted texttext/plain865https://repositorio.ufscar.br/bitstream/ufscar/15202/9/Carta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdf.txtde29f4ae571ce6f0648c7ca0f30f0787MD59THUMBNAILDISSERTAÇÃO STEPHANIE GONÇALVES JOI - VERSÃO FINAL.pdf.jpgDISSERTAÇÃO STEPHANIE GONÇALVES JOI - VERSÃO FINAL.pdf.jpgIM Thumbnailimage/jpeg8854https://repositorio.ufscar.br/bitstream/ufscar/15202/8/DISSERTA%c3%87%c3%83O%20STEPHANIE%20GON%c3%87ALVES%20JOI%20-%20VERS%c3%83O%20FINAL.pdf.jpg3fee4f6c76e38c354f26c293320e35c1MD58Carta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdf.jpgCarta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdf.jpgIM Thumbnailimage/jpeg11908https://repositorio.ufscar.br/bitstream/ufscar/15202/10/Carta_comprovante_da_versao_final_de_dissertacao_Stephanie.pdf.jpg3777bf52a88c318b1623212562d1ab3cMD510ufscar/152022023-09-18 18:32:20.653oai:repositorio.ufscar.br:ufscar/15202Repositório InstitucionalPUBhttps://repositorio.ufscar.br/oai/requestopendoar:43222023-09-18T18:32:20Repositório Institucional da UFSCAR - Universidade Federal de São Carlos (UFSCAR)false |
dc.title.por.fl_str_mv |
Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira |
dc.title.alternative.eng.fl_str_mv |
Pibid and professional knowledge: an analysis of this parallelism from the perspective of teachers starting their careers |
title |
Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira |
spellingShingle |
Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira Joi, Stephanie Gonçalves PIBID-pedagogia Saberes Início da docência PIBID-pedagogy Knowledge Beginning of teaching CIENCIAS HUMANAS CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira |
title_full |
Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira |
title_fullStr |
Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira |
title_full_unstemmed |
Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira |
title_sort |
Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira |
author |
Joi, Stephanie Gonçalves |
author_facet |
Joi, Stephanie Gonçalves |
author_role |
author |
dc.contributor.authorlattes.por.fl_str_mv |
http://lattes.cnpq.br/9840185362964726 |
dc.contributor.author.fl_str_mv |
Joi, Stephanie Gonçalves |
dc.contributor.advisor1.fl_str_mv |
Onofre, Márcia Regina |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/7176529351192598 |
dc.contributor.authorID.fl_str_mv |
76d06d10-77d2-495e-8cd1-33817e0a328c |
contributor_str_mv |
Onofre, Márcia Regina |
dc.subject.por.fl_str_mv |
PIBID-pedagogia Saberes Início da docência |
topic |
PIBID-pedagogia Saberes Início da docência PIBID-pedagogy Knowledge Beginning of teaching CIENCIAS HUMANAS CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
PIBID-pedagogy Knowledge Beginning of teaching |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM |
description |
The beginning of teaching reveals itself as a phase under construction, permeated by challenges, perspectives and knowledge mobilized by teachers from different sources (historicity, training, experience). It is a transitional phase between initial training and professional practice considered decisive in the teaching career and, therefore, requires a look at research and discussions in the area. In view of this premise and aiming to collaborate with the deepening of research in this field, this study aims to analyze the parallelism between PIBID and professional knowledge, through the eyes of program graduates, contributing to the advancement of research in the field of teacher professionalization. The research outline is focused on the analysis of 15 beginning teachers, graduates of the Pedagogy/UFSCar course and who participated in the program, starting from the question about: what is the perspective of beginning teachers in relation to the professional knowledge that emerges from the actions of the PIBID/UFSCar Pedagogy and do they contribute to the initial training and professional performance of teachers at the beginning of their career? To answer this question, we will use as theoretical contributions and researchers in the area: Bozzini et al. (2018), Cruz et al. (2014), Gatti et al. (2014) and Sousa (2012; 2010) to discuss the historicity and contributions of PIBID; Tardif (1991, 2000, 2002) and Nóvoa (2009; 2019a; 2019b), to discuss teaching knowledge; Oliveira (2011), Mizukami, et al. (2014), for the discussion about teachers starting their careers. A qualitative research was carried out (BOGDAN AND BIKLEN, 1991; LUDKE AND ANDRÉ, 1986), and an exploratory-descriptive study (GIL, 2008; SELLTIZ et al. 1965), developed through questionnaires, with open and closed questions aimed at graduates in Pedagogy – UFSCar, PIBID graduates who participated in the program between 2015 and 2017. Based on these theoretical references, the data were analyzed and organized into five axes of analysis – identity profile of the participants; professional profile of the participants; vision of initial formation; view on participation in PIBID; vision of the experience/beginning of teaching. The results of the study show how the program offers numerous contributions to initial training and insertion into the teaching career, strengthening the parallel between training and profession; the construction of experiential knowledge enhanced by disciplinary and curricular knowledge; reflection on pedagogical practice; the use of different methodologies; the search for different teaching proposals and, consequently, greater security at the beginning of teaching. |
publishDate |
2021 |
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2021-11-30T12:07:51Z |
dc.date.available.fl_str_mv |
2021-11-30T12:07:51Z |
dc.date.issued.fl_str_mv |
2021-08-17 |
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info:eu-repo/semantics/masterThesis |
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JOI, Stephanie Gonçalves. Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15202. |
dc.identifier.uri.fl_str_mv |
https://repositorio.ufscar.br/handle/ufscar/15202 |
identifier_str_mv |
JOI, Stephanie Gonçalves. Pibid e saberes profissionais: uma análise desse paralelismo sob a ótica de professores em início de carreira. 2021. Dissertação (Mestrado em Educação) – Universidade Federal de São Carlos, São Carlos, 2021. Disponível em: https://repositorio.ufscar.br/handle/ufscar/15202. |
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Universidade Federal de São Carlos Câmpus São Carlos |
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Programa de Pós-Graduação Profissional em Educação - PPGPE |
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UFSCar |
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Universidade Federal de São Carlos Câmpus São Carlos |
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