Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators
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Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas (Florianópolis. Online) |
Texto Completo: | https://www.periodicos.udesc.br/index.php/linhas/article/view/24425 |
Resumo: | This paper aims to present impacts on teacher education from the perception of institutional coordinating professors regarding the participation of undergraduate students in the Institutional Program of Scholarship Initiation to Teaching - Pibid, and in the Pedagogical Residency Program - PRP. The Pibid and Pedagogical Residency programs are public policies of encouragement and appreciation of the teaching profession that allow the experience of the inseparability between theory and practice, university and school. The data collection was carried out by means of Google Forms, dealing with 223 research subjects, belonging to 172 different Brazilian HEIs, of which 112 are Institutional Pibid Coordinators, 106 Pedagogical Residency coordinators, and 03 are former institutional coordinators, who answered the following question: In your perception, what are the impacts of the Programs on the education of future teachers? The data were analyzed using the Textual Discourse Analysis (TDA) by Moraes and Galiazzi (2011), resulting in four categories: Pedagogical Model, Teaching Identity, Articulation (School and University or between teaching degrees) and Impact and permanence in the degree. From the results obtained, it is inferred that the model used in the programs, which highlights the articulation between University and School of Basic Education, nurtures the process of strengthening the undergraduate programs and contributes significantly to the consolidation of the teaching identity. |
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Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinatorsPibid y residencia pedagógica y sus impactos en la formación docente: percepción de coordinadores institucionalesPibid e Residência Pedagógica e seus impactos na formação docente: percepção de coordenadores institucionais Pibidresidência pedagógicaformação docenteidentidade docentePibidpedagogical residencyteacher educationteacher identityPibidresidencia pedagógicaformación docenteidentidad docenteThis paper aims to present impacts on teacher education from the perception of institutional coordinating professors regarding the participation of undergraduate students in the Institutional Program of Scholarship Initiation to Teaching - Pibid, and in the Pedagogical Residency Program - PRP. The Pibid and Pedagogical Residency programs are public policies of encouragement and appreciation of the teaching profession that allow the experience of the inseparability between theory and practice, university and school. The data collection was carried out by means of Google Forms, dealing with 223 research subjects, belonging to 172 different Brazilian HEIs, of which 112 are Institutional Pibid Coordinators, 106 Pedagogical Residency coordinators, and 03 are former institutional coordinators, who answered the following question: In your perception, what are the impacts of the Programs on the education of future teachers? The data were analyzed using the Textual Discourse Analysis (TDA) by Moraes and Galiazzi (2011), resulting in four categories: Pedagogical Model, Teaching Identity, Articulation (School and University or between teaching degrees) and Impact and permanence in the degree. From the results obtained, it is inferred that the model used in the programs, which highlights the articulation between University and School of Basic Education, nurtures the process of strengthening the undergraduate programs and contributes significantly to the consolidation of the teaching identity.Este trabajo tiene como objetivo presentar los impactos en la formación docente a partir de la percepción de los docentes coordinadores institucionales en relación a la participación de estudiantes de licenciatura en el Programa Institucional de Bolsa de Iniciação à Docência - Pibid y en el Programa de Residência Pedagógica - PRP. Los programas Pibid y Residência Pedagógica son políticas públicas de incentivo y valoración de la profesión docente que permiten vivenciar la indivisibilidad entre teoría y práctica, universidad y escuela. La recopilación de datos se realizó a través de un formulario Google, tratándose de 223 sujetos de investigación, pertenecientes a 172 diferentes IES brasileñas, de los cuales 112 Coordinadores/as Institucionales de Pibid, 106 de Residência Pedagógica y 03 ex-coordinadores institucionales. Respondieron a la siguiente pregunta: En su percepción, ¿cuáles son los impactos de los Programas en la formación de futuros profesores? Los datos fueron analizados por medio de Análisis Textual Discursivo (ATD) de Moraes y Galiazzi (2011), resultando en cuatro categorías: Modelo Pedagógico, Identidad Docente, Articulación (entre Escuela y Universidad o entre licenciaturas) e Impacto y permanencia en la licenciatura. De los resultados obtenidos se puede inferir que el modelo utilizado en los programas, que destaca la articulación entre Universidad y Escuela de Educación Básica, alimenta el proceso de fortalecimiento de las licenciaturas y contribuye significativamente a la consolidación de la identidad docente.Este trabalho visa a apresentar impactos na formação docente a partir da percepção de professores coordenadores institucionais em relação à participação de estudantes de licenciatura no Programa Institucional de Bolsa de Iniciação à Docência – Pibid e no Programa de Residência Pedagógica – PRP. Os programas Pibid e Residência Pedagógica são políticas públicas de incentivo e valorização do magistério que permitem vivenciar a indissociabilidade entre teoria e prática, universidade e escola. A coleta dos dados foi realizada por meio do formulário Google, e possui 223 sujeitos de pesquisa, pertencentes a 172 diferentes IES brasileiras, dos quais 112 Coordenadores(as) Institucionais do Pibid, 106 do Residência Pedagógica e 03 ex-coordenadores institucionais, que responderam à seguinte questão: Na sua percepção, quais os impactos dos Programas na formação dos futuros professores? Os dados foram analisados por meio da Análise Textual Discursiva (ATD) de Moraes e Galiazzi (2011), resultando em quatro categorias: Modelo Pedagógico, Identidade Docente, Articulação (Escola e Universidade ou entre licenciaturas) e Impacto e permanência na licenciatura. Dos resultados obtidos infere-se que o modelo utilizado nos programas, do qual destaca-se a articulação entre Universidade e Escola da educação básica, alimenta o processo de fortalecimento das licenciaturas e contribui de forma significativa para a consolidação da identidade docente.Universidade do Estado de Santa Catarina - UDESC2023-12-11info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.periodicos.udesc.br/index.php/linhas/article/view/2442510.5965/1984723824562023012Revista Linhas; v. 24 n. 56 (2023): Pibid e Residência Pedagógica: reflexos na formação docente; 12 - 311984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/24425/16297Copyright (c) 2023 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessJohann, Cristiane Antonia Hauschild Lima, Jaqueline Rabelo de2024-03-01T18:11:17Zoai::article/24425Revistahttps://www.periodicos.udesc.br/index.php/linhashttps://www.periodicos.udesc.br/index.php/linhas/oaivera.gaspar.udesc@gmail.com||revistalinhas@gmail.com1984-72381984-7238opendoar:2024-03-01T18:11:17Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC)false |
dc.title.none.fl_str_mv |
Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators Pibid y residencia pedagógica y sus impactos en la formación docente: percepción de coordinadores institucionales Pibid e Residência Pedagógica e seus impactos na formação docente: percepção de coordenadores institucionais |
title |
Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators |
spellingShingle |
Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators Johann, Cristiane Antonia Hauschild Pibid residência pedagógica formação docente identidade docente Pibid pedagogical residency teacher education teacher identity Pibid residencia pedagógica formación docente identidad docente |
title_short |
Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators |
title_full |
Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators |
title_fullStr |
Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators |
title_full_unstemmed |
Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators |
title_sort |
Pibid and pedagogical residency and their impacts on teacher education: perception of institutional coordinators |
author |
Johann, Cristiane Antonia Hauschild |
author_facet |
Johann, Cristiane Antonia Hauschild Lima, Jaqueline Rabelo de |
author_role |
author |
author2 |
Lima, Jaqueline Rabelo de |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Johann, Cristiane Antonia Hauschild Lima, Jaqueline Rabelo de |
dc.subject.por.fl_str_mv |
Pibid residência pedagógica formação docente identidade docente Pibid pedagogical residency teacher education teacher identity Pibid residencia pedagógica formación docente identidad docente |
topic |
Pibid residência pedagógica formação docente identidade docente Pibid pedagogical residency teacher education teacher identity Pibid residencia pedagógica formación docente identidad docente |
description |
This paper aims to present impacts on teacher education from the perception of institutional coordinating professors regarding the participation of undergraduate students in the Institutional Program of Scholarship Initiation to Teaching - Pibid, and in the Pedagogical Residency Program - PRP. The Pibid and Pedagogical Residency programs are public policies of encouragement and appreciation of the teaching profession that allow the experience of the inseparability between theory and practice, university and school. The data collection was carried out by means of Google Forms, dealing with 223 research subjects, belonging to 172 different Brazilian HEIs, of which 112 are Institutional Pibid Coordinators, 106 Pedagogical Residency coordinators, and 03 are former institutional coordinators, who answered the following question: In your perception, what are the impacts of the Programs on the education of future teachers? The data were analyzed using the Textual Discourse Analysis (TDA) by Moraes and Galiazzi (2011), resulting in four categories: Pedagogical Model, Teaching Identity, Articulation (School and University or between teaching degrees) and Impact and permanence in the degree. From the results obtained, it is inferred that the model used in the programs, which highlights the articulation between University and School of Basic Education, nurtures the process of strengthening the undergraduate programs and contributes significantly to the consolidation of the teaching identity. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-11 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24425 10.5965/1984723824562023012 |
url |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24425 |
identifier_str_mv |
10.5965/1984723824562023012 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24425/16297 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2023 Revista Linhas https://creativecommons.org/licenses/by-nc-nd/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2023 Revista Linhas https://creativecommons.org/licenses/by-nc-nd/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade do Estado de Santa Catarina - UDESC |
publisher.none.fl_str_mv |
Universidade do Estado de Santa Catarina - UDESC |
dc.source.none.fl_str_mv |
Revista Linhas; v. 24 n. 56 (2023): Pibid e Residência Pedagógica: reflexos na formação docente; 12 - 31 1984-7238 reponame:Linhas (Florianópolis. Online) instname:Universidade do Estado de Santa Catarina (UDESC) instacron:(UDESC) |
instname_str |
Universidade do Estado de Santa Catarina (UDESC) |
instacron_str |
(UDESC) |
institution |
(UDESC) |
reponame_str |
Linhas (Florianópolis. Online) |
collection |
Linhas (Florianópolis. Online) |
repository.name.fl_str_mv |
Linhas (Florianópolis. Online) - Universidade do Estado de Santa Catarina (UDESC) |
repository.mail.fl_str_mv |
vera.gaspar.udesc@gmail.com||revistalinhas@gmail.com |
_version_ |
1798042406483918848 |