A formação de professores de Geografia e as potencialidades no PIBID: contribuições no subprojeto de Geografia da UERJ- FFP

• Autor(a) principal: Simas, Debora Cristina Vieira de
• Data de Publicação: 2018
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Biblioteca Digital de Teses e Dissertações da UERJ
• Texto Completo: http://www.bdtd.uerj.br/handle/1/13453
• topic: Geography teacher training; Continuing education; Geography teaching; PIBID; Public educational policies; Formação de professores de Geografia; Formação continuada; Ensino de Geografia; PIBID; Políticas públicas educacionais; CNPQ::CIENCIAS HUMANAS::GEOGRAFIA

The general objective of the dissertation is to analyze the role of PIBID in the training of teachers of Geography, by the performance of teachers and supervisors, considering the praxis of PIBID and its influence on curricular practices and the construction of teacher knowledge in the improvement of basic school. The object is the Geography Subproject of PIBID of the Faculty of Teacher Training of UERJ. To achieve this general objective, the following specific objectives were established: to understand, in public teacher education policies, the relationship between initial and continuing training; analyze the role of CAPES and the creation of PIBID, including the quantification and location of the Geography Subprojects; to analyze the conception of teacher training that supports the proposal of creation and performance of PIBID; and to investigate the impacts of PIBID UERJ-FFP on the curricular practices of teachers and supervisors. It was considered the official evaluation, created in 2014 and published in September of the same year by the Carlos Chagas Foundation; the publications in the ENPEG - National Meeting of Geography Teaching Practice - of the last 3 meetings and the analysis of the questionnaires of the supervisors who participated in PIBID of UERJ-FFP. In the current scenario of contradiction and great social inequality, the PIBID has been putting itself as resistance and recognition of teacher training. The program, with a few years of existence, has been placed by CAPES as a public policy with a high impact on the quality of teacher education. It is necessary, therefore, to raise some questions that help to think in the limits and possibilities of the program as well as of materialization of proposals and pedagogical projects in the perspective of the critical construction of the knowledge. The methodology of collective case study was chosen in which theory and practice in total synergy, produce one another, based on the theoretical-methodological issues presented throughout the entire dissertation. From this perspective, this dissertation aims to present the program proposal, its spatialization in Brazil and its distribution in the public and private spheres between 2014 and 2018, and to analyze the conception of teacher training that supports the proposal of creation and actuation of the PIBID investigating the impacts of the UFRJ-FFP PIBID in the curricular practices by the look of the teachers and supervisors teachers, who also understood it as a project of continuous formation.