O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/4831 |
Resumo: | In this research we seek to understand the implications of Pibid (Institutional Program of Initiation Grant to Teaching) in undergraduate courses in Biology and Mathematics from the State University of Goiás from the activities of the courses through their subprojects. For this our work was based on the following questioning: What are the impacts of Pibid in training courses in Biology and Mathematics from UEG? What impact has the Pibid within schools field? The Pibid contributes to the continuing education of teachers of Biology and Mathematics in schools where the program is run? Given the nature of the problems to be unveiled, and working with qualitative data, we chose a qualitative research, sources of data and information for its development were: documents (subprojects Pibid / CAPES / UEG / 2013), involved subjects (students, area coordinators and supervisors). The instruments used for data collection were: the online questionnaire, semistructured interviews and analysis and reporting of subprojects partial and final. From our analysis we can say that Pibid provided maturity and growth in academic scholarship, breaking the disciplinary logic and also enabled the articulation between theory and practice, favoring the construction of professional identity and teaching. The results also provided us view the program through the speeches of those involved. In conclusion, this fosters the improvement of initial teacher education through interaction between their actors (students, supervisors, teachers and head teachers in area), ie, training-university-school, enabling future teachers contact, understanding and reflection on the teaching profession and the reality of the school context. |
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Chaves, Sandramara Matiashttp://lattes.cnpq.br/8215617614854729http://lattes.cnpq.br/9719865215752885Brasil, Melca Moura2015-10-29T10:39:30Z2014-12-22BRASIL, M. M. O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás. 2014. 129 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2014.http://repositorio.bc.ufg.br/tede/handle/tede/4831In this research we seek to understand the implications of Pibid (Institutional Program of Initiation Grant to Teaching) in undergraduate courses in Biology and Mathematics from the State University of Goiás from the activities of the courses through their subprojects. For this our work was based on the following questioning: What are the impacts of Pibid in training courses in Biology and Mathematics from UEG? What impact has the Pibid within schools field? The Pibid contributes to the continuing education of teachers of Biology and Mathematics in schools where the program is run? Given the nature of the problems to be unveiled, and working with qualitative data, we chose a qualitative research, sources of data and information for its development were: documents (subprojects Pibid / CAPES / UEG / 2013), involved subjects (students, area coordinators and supervisors). The instruments used for data collection were: the online questionnaire, semistructured interviews and analysis and reporting of subprojects partial and final. From our analysis we can say that Pibid provided maturity and growth in academic scholarship, breaking the disciplinary logic and also enabled the articulation between theory and practice, favoring the construction of professional identity and teaching. The results also provided us view the program through the speeches of those involved. In conclusion, this fosters the improvement of initial teacher education through interaction between their actors (students, supervisors, teachers and head teachers in area), ie, training-university-school, enabling future teachers contact, understanding and reflection on the teaching profession and the reality of the school context.Nesta pesquisa, buscou-se compreender as repercussões do Pibid (Programa Institucional de Bolsa de Iniciação à Docência) nos cursos de licenciatura em Biologia e Matemática da Universidade Estadual de Goiás, a partir das atividades desenvolvidas pelos cursos por meio dos seus subprojetos. Para isso, o estudo pautou-se na seguinte problematização: Quais os impactos do Pibid nos cursos de formação inicial de professores em Biologia e Matemática da UEG? Quais as principais limitações do Pibid no âmbito das escolas de Educação Básica? O Pibid contribui para a formação continuada dos professores de Biologia e Matemática das escolas onde o programa é desenvolvido? Tendo em vista a natureza dos problemas a serem desvelados, e por se trabalhar com dados qualitativos, optamos por uma pesquisa qualitativa, as fontes de dados e informações para o seu desenvolvimento foram: documentos (subprojetos Pibid/CAPES/UEG/2013), sujeitos envolvidos (alunos, coordenadores de área e supervisores). Os instrumentos utilizados para a coleta dos dados foram: o questionário on line, entrevistas semiestruturadas e análise dos subprojetos dos relatórios parciais e finais. A partir das análises, pode-se afirmar que o Pibid proporcionou amadurecimento e crescimento na formação acadêmica dos bolsistas, rompendo com a lógica disciplinar e ainda possibilitou a articulação entre a teoria e a prática, favorecendo a construção da identidade profissional e docente. Os resultados ainda nos proporcionaram visualizar algumas limitações do programa por meio das falas dos envolvidos. Concluindo, o PIBID fomenta a melhoria da formação inicial dos professores por meio da interação entre os seus atores (alunos, professores supervisores e professores coordenadores de área), ou seja, formação-universidade-escola, possibilitando aos futuros professores o contato, a compreensão e a reflexão sobre a profissão docente e a realidade do contexto escolar.Submitted by Cláudia Bueno (claudiamoura18@gmail.com) on 2015-10-28T19:50:06Z No. of bitstreams: 2 Dissertação - Melca Moura Brasil - 2014.pdf: 1961270 bytes, checksum: dc9d8855c7d840002201cc4896e3d965 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2015-10-29T10:39:30Z (GMT) No. of bitstreams: 2 Dissertação - Melca Moura Brasil - 2014.pdf: 1961270 bytes, checksum: dc9d8855c7d840002201cc4896e3d965 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2015-10-29T10:39:30Z (GMT). No. of bitstreams: 2 Dissertação - Melca Moura Brasil - 2014.pdf: 1961270 bytes, checksum: dc9d8855c7d840002201cc4896e3d965 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2014-12-22application/pdfhttp://repositorio.bc.ufg.br/tede/retrieve/22261/Disserta%c3%a7%c3%a3o%20-%20Melca%20Moura%20Brasil%20-%202014.pdf.jpgporUniversidade Federal de GoiásPrograma de Pós-graduação em Educação em Ciências e Matemática (PRPG)UFGBrasilPró-Reitoria de Pós-graduação (PRPG)http://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessPIBIDPolíticas públicasFormação de professoresIniciação a docênciaPIBIDPublic policyTeacher trainingIntroduction to teachingEDUCACAO::ENSINO-APRENDIZAGEMO PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de GoiásPIBID in the context of biology and mathematics teacher education policies at the State University of Goiásinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis8628247000970657879600600600-264539188392646063-4452917836576020174reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGCC-LICENSElicense_urllicense_urltext/plain; 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dc.title.por.fl_str_mv |
O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás |
dc.title.alternative.eng.fl_str_mv |
PIBID in the context of biology and mathematics teacher education policies at the State University of Goiás |
title |
O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás |
spellingShingle |
O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás Brasil, Melca Moura PIBID Políticas públicas Formação de professores Iniciação a docência PIBID Public policy Teacher training Introduction to teaching EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás |
title_full |
O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás |
title_fullStr |
O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás |
title_full_unstemmed |
O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás |
title_sort |
O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás |
author |
Brasil, Melca Moura |
author_facet |
Brasil, Melca Moura |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Chaves, Sandramara Matias |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8215617614854729 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9719865215752885 |
dc.contributor.author.fl_str_mv |
Brasil, Melca Moura |
contributor_str_mv |
Chaves, Sandramara Matias |
dc.subject.por.fl_str_mv |
PIBID Políticas públicas Formação de professores Iniciação a docência |
topic |
PIBID Políticas públicas Formação de professores Iniciação a docência PIBID Public policy Teacher training Introduction to teaching EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
PIBID Public policy Teacher training Introduction to teaching |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
In this research we seek to understand the implications of Pibid (Institutional Program of Initiation Grant to Teaching) in undergraduate courses in Biology and Mathematics from the State University of Goiás from the activities of the courses through their subprojects. For this our work was based on the following questioning: What are the impacts of Pibid in training courses in Biology and Mathematics from UEG? What impact has the Pibid within schools field? The Pibid contributes to the continuing education of teachers of Biology and Mathematics in schools where the program is run? Given the nature of the problems to be unveiled, and working with qualitative data, we chose a qualitative research, sources of data and information for its development were: documents (subprojects Pibid / CAPES / UEG / 2013), involved subjects (students, area coordinators and supervisors). The instruments used for data collection were: the online questionnaire, semistructured interviews and analysis and reporting of subprojects partial and final. From our analysis we can say that Pibid provided maturity and growth in academic scholarship, breaking the disciplinary logic and also enabled the articulation between theory and practice, favoring the construction of professional identity and teaching. The results also provided us view the program through the speeches of those involved. In conclusion, this fosters the improvement of initial teacher education through interaction between their actors (students, supervisors, teachers and head teachers in area), ie, training-university-school, enabling future teachers contact, understanding and reflection on the teaching profession and the reality of the school context. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-12-22 |
dc.date.accessioned.fl_str_mv |
2015-10-29T10:39:30Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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dc.identifier.citation.fl_str_mv |
BRASIL, M. M. O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás. 2014. 129 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/4831 |
identifier_str_mv |
BRASIL, M. M. O PIBID no contexto das políticas de formação de professores de biologia e matemática na Universidade Estadual de Goiás. 2014. 129 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2014. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/4831 |
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por |
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http://creativecommons.org/licenses/by-nc-nd/4.0/ |
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Universidade Federal de Goiás |
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Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG) |
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UFG |
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Brasil |
dc.publisher.department.fl_str_mv |
Pró-Reitoria de Pós-graduação (PRPG) |
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Universidade Federal de Goiás |
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