Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Linhas (Florianópolis. Online) |
Texto Completo: | https://www.periodicos.udesc.br/index.php/linhas/article/view/24428 |
Resumo: | This study aims to analyze how participation in the Institutional Program of Initiation Scholarships for Teaching (PIBID) and Pedagogical Residency (PR) contributes to the training of teachers in Biological Sciences and Physical Education at an educational institution in the state of Rio de Janeiro. To achieve this, the following objectives are intended: critically analyze public policies for teacher training, with an emphasis on PIBID and PR; identify the results of these programs in the initial training of Physical Education and Biological Sciences teachers. To accomplish these objectives, two vectors were explored: teacher identity formation and the implications of PIBID and PR for teaching practice. In this sense, a case study was chosen, with a qualitative research approach, which discussed the development of the aforementioned programs in relation to the two mentioned vectors. An investigation based on the principles of Certeau's Theory was undertaken as the research procedure. The results indicate that these programs promote critical reflection, innovation, and transformative pedagogical practices, proving to be crucial during crises such as the COVID-19 pandemic. Public policies should support such initiatives to improve basic education, considering the diversity and complexity of the Brazilian educational reality. |
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Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical ResidencyFormación de docentes en Ciencias Biológicas y Educación Física: reflexiones a partir del PIBID y de la Residencia PedagógicaFormação de docentes em Ciências Biológicas e Educação Física: reflexões a partir do PIBID e da Residência Pedagógicapolíticas de formação docenteresidência pedagógicaPibididentidade docenteteacher training policiespedagogical residencyPIBIDteacher identitypolíticas de formación docenteresidencia pedagógicaPIBIDidentidad docenteThis study aims to analyze how participation in the Institutional Program of Initiation Scholarships for Teaching (PIBID) and Pedagogical Residency (PR) contributes to the training of teachers in Biological Sciences and Physical Education at an educational institution in the state of Rio de Janeiro. To achieve this, the following objectives are intended: critically analyze public policies for teacher training, with an emphasis on PIBID and PR; identify the results of these programs in the initial training of Physical Education and Biological Sciences teachers. To accomplish these objectives, two vectors were explored: teacher identity formation and the implications of PIBID and PR for teaching practice. In this sense, a case study was chosen, with a qualitative research approach, which discussed the development of the aforementioned programs in relation to the two mentioned vectors. An investigation based on the principles of Certeau's Theory was undertaken as the research procedure. The results indicate that these programs promote critical reflection, innovation, and transformative pedagogical practices, proving to be crucial during crises such as the COVID-19 pandemic. Public policies should support such initiatives to improve basic education, considering the diversity and complexity of the Brazilian educational reality.Este estudio tiene como objetivo principal analizar cómo la participación en el Programa Institucional de Becas de Iniciación a la Docencia (PIBID) y en la Residencia Pedagógica (RP) contribuyen a la formación de docentes en Ciencias Biológicas y Educación Física en una institución educativa del estado de Río de Janeiro. Para ello, se pretende analizar críticamente las políticas públicas de formación docente, con énfasis en el PIBID y la RP; identificar los resultados de estos programas en la formación inicial de profesores de Educación Física y Ciencias Biológicas. Para alcanzar estos objetivos, se exploraron dos vectores: la formación de la identidad docente y las implicaciones del PIBID y la RP en la práctica docente. En este sentido, se optó por un estudio de caso con enfoque cualitativo de investigación, que discutió el desarrollo de los programas mencionados en relación con los dos vectores mencionados anteriormente. Como procedimiento de investigación, se llevó a cabo un análisis basado en los principios de la Teoría de Certeau. Los resultados indican que estos programas promueven la reflexión crítica, la innovación y las prácticas pedagógicas transformadoras, demostrando ser cruciales durante crisis como la pandemia de COVID-19. Las políticas públicas deben apoyar estas iniciativas para mejorar la educación básica, teniendo en cuenta la diversidad y complejidad de la realidad educativa brasileña.O presente estudo tem como principal objetivo analisar como a participação no Programa Institucional de Bolsas de Iniciação à Docência (PIBID) e na Residência Pedagógica (RP) contribuem para a formação de docentes em Ciências Biológicas e Educação Física de uma instituição de ensino do estado do Rio de Janeiro. Para tal, pretende-se: analisar criticamente as políticas públicas de formação docente, com ênfase no PIBID e no RP; identificar os resultados desses programas na formação inicial de professores de Educação Física e Ciências Biológicas. Para alcançar tais objetivos, foram explorados dois vetores: a formação da identidade docente e as implicações do Pibid e do RP para a prática docente. Nesse sentido, optamos por um estudo de caso, com abordagem qualitativa de pesquisa, que discutiu o desenvolvimento dos programas em tela frente aos dois vetores supracitados. Como procedimento de investigação foi empreendida uma análise pautada nos princípios da Teoria de Certeau. Os resultados apontam que esses programas promovem a reflexão crítica, inovação e práticas pedagógicas transformadoras, provando ser cruciais durante crises, como a pandemia de COVID-19. As políticas públicas devem apoiar tais iniciativas para melhorar a educação básica, considerando a diversidade e complexidade da realidade educacional brasileira.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/2442810.5965/1984723824562023065Revista Linhas; v. 24 n. 56 (2023): Pibid e Residência Pedagógica: reflexos na formação docente; 65 - 891984-7238reponame:Linhas (Florianópolis. Online)instname:Universidade do Estado de Santa Catarina (UDESC)instacron:(UDESC)porhttps://www.periodicos.udesc.br/index.php/linhas/article/view/24428/16303Copyright (c) 2023 Revista Linhashttps://creativecommons.org/licenses/by-nc-nd/4.0info:eu-repo/semantics/openAccessOliveira, Ivanete da Rosa Silva de2024-03-01T18:11:17Zoai::article/24428Revistahttps://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 |
Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency Formación de docentes en Ciencias Biológicas y Educación Física: reflexiones a partir del PIBID y de la Residencia Pedagógica Formação de docentes em Ciências Biológicas e Educação Física: reflexões a partir do PIBID e da Residência Pedagógica |
title |
Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency |
spellingShingle |
Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency Oliveira, Ivanete da Rosa Silva de políticas de formação docente residência pedagógica Pibid identidade docente teacher training policies pedagogical residency PIBID teacher identity políticas de formación docente residencia pedagógica PIBID identidad docente |
title_short |
Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency |
title_full |
Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency |
title_fullStr |
Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency |
title_full_unstemmed |
Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency |
title_sort |
Teacher training in Biological Sciences and Physical Education: reflections from PIBID and Pedagogical Residency |
author |
Oliveira, Ivanete da Rosa Silva de |
author_facet |
Oliveira, Ivanete da Rosa Silva de |
author_role |
author |
dc.contributor.author.fl_str_mv |
Oliveira, Ivanete da Rosa Silva de |
dc.subject.por.fl_str_mv |
políticas de formação docente residência pedagógica Pibid identidade docente teacher training policies pedagogical residency PIBID teacher identity políticas de formación docente residencia pedagógica PIBID identidad docente |
topic |
políticas de formação docente residência pedagógica Pibid identidade docente teacher training policies pedagogical residency PIBID teacher identity políticas de formación docente residencia pedagógica PIBID identidad docente |
description |
This study aims to analyze how participation in the Institutional Program of Initiation Scholarships for Teaching (PIBID) and Pedagogical Residency (PR) contributes to the training of teachers in Biological Sciences and Physical Education at an educational institution in the state of Rio de Janeiro. To achieve this, the following objectives are intended: critically analyze public policies for teacher training, with an emphasis on PIBID and PR; identify the results of these programs in the initial training of Physical Education and Biological Sciences teachers. To accomplish these objectives, two vectors were explored: teacher identity formation and the implications of PIBID and PR for teaching practice. In this sense, a case study was chosen, with a qualitative research approach, which discussed the development of the aforementioned programs in relation to the two mentioned vectors. An investigation based on the principles of Certeau's Theory was undertaken as the research procedure. The results indicate that these programs promote critical reflection, innovation, and transformative pedagogical practices, proving to be crucial during crises such as the COVID-19 pandemic. Public policies should support such initiatives to improve basic education, considering the diversity and complexity of the Brazilian educational reality. |
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/24428 10.5965/1984723824562023065 |
url |
https://www.periodicos.udesc.br/index.php/linhas/article/view/24428 |
identifier_str_mv |
10.5965/1984723824562023065 |
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/24428/16303 |
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; 65 - 89 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 |
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