Prática docente: percepção dos pibidianos do curso de Ciências - Biologia e Química do IEAA/UFAM acerca da formação acadêmica

• Autor(a) principal: Freitas, Felipe Augusto Marques de
• Data de Publicação: 2020
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da UFAM
• Texto Completo: http://riu.ufam.edu.br/handle/prefix/5822
• topic: Iniciação à docência; Licenciatura; Formação de professor; Ensino e aprendizagem; CIÊNCIAS BIOLÓGICAS: BIOLOGIA GERAL; Biologia - Estudo e ensino; Química - Estudo e ensino; Bolsa de Iniciação à Docência; Prática de ensino; Professores - Formação

This text is the result of a research approached at the Federal University of Amazonas, in the municipality of Humaitá, whose objective was to investigate the contribution of the Institutional Program for Teaching Initiation Scholarships (PIBID) in teacher training and practice, related to theory and practice according to the perception of the Licensee of the Biology and Chemistry Sciences Course of the Institute of Education, Agriculture and Environment - IEAA / UFAM. This survey was carried out from the program's duration, corresponding from September 2018 to January 2020. In the training process, 29 students / scholarship participants participated in the survey. From a qualitative approach, based on documentary sources and narratives obtained through questionnaires with objective and subjective questions. The questionnaires were answered by the fellows in two moments, right after the insertion in the program, in September 2018 and the second in January 2020 at the end of the program. With thematic axes on the reasons that led to participate in the program, the experiences lived during its duration, as well as the impacts that its development has provided for academic training. For data analysis it was used the technique of content analysis partially systematized in the middle of the process. The results indicate that there was an evolution during the development of the program, since, of the participants, 27.6% mentioned their interest in the scholarship, and over time they identified themselves with the teaching profession, contributing significantly to the learning process. teaching, which was evident in the middle of the process. It was also found that the program, in addition to contributing to teacher training, collaborated to improve the dynamics of linked schoolchildren, based on practices developed in partnership with supervising teachers, working theory with practice by fellows, motivating new attitudes, passing to use diversified methodologies for teaching and learning.